The outcomes of studies of the influence of this factor does not seem not to be very consistent. For instance, Clermont, Krajcik, and Borko (1993) reported about the effects of a short, intensive summer workshop on using chemical demonstrations. They found that the participating student teachers became more aware of the complexity of several demonstrations, how these complexities could interfere with student learning, and how simplified variations of the demonstrations could promote student conceptual understanding. However, in another study, Adams and Krockover (1997) found that workshops can have a negative effect because they can stimulate student teachers to copy conventional teaching strategies, stressing procedures rather than student understanding.