An inferential analysis of the effect of activity based physics   instruction on the persistent misconceptions of lecture students
  Studies indicate that pre-existing misconceptions negatively impact the effectiveness of traditional physics education. Research has also shown that activity based instruction improves posttest scores on conceptual evaluations. However, the specific effect of activity based instruction on students who have pre-existing misconceptions that lecture instruction fails to remove is an important but unanswered question due to the impossibility of instructing a given student by two different methods. In this paper pre and posttest Force and Motion Conceptual Evaluation results are characterized in terms of wrong to same wrong, wrong to different wrong, wrong to right, etc., and a method of inferring the effect of activity based instruction on a lecture student using the right to wrong responses is presented. Results indicate that a wrong to same wrong response by a lecture student would be more likely to be converted to a wrong to right by activity based instruction than would be a wrong to different wrong response. This result is consistent with cognitive conflict as an aid to learning in activity based classes. 
Emily M. Reiser and Mark E. Markes