In lectures and workshops, the student teachers get acquainted with specific student conceptions and learning difficulties. They may start to reconstruct their SMK into a form that enables productive communication with their students (Lederman, Gess-Newsome, & Latz, 1994). In addition to field-based experiences, student teachers may benefit from studying students' altemative conceptions with respect to a specific topic during teacher education courses, and comparing and discussing these conceptions in relation to their own conceptions(Geddis, 1993). Such activities may stimulate student teachers to generate transformations of SMK and topic specific teaching strategies.