Alternative conceptions of probability: Implications for research, teaching and curriculum - Reasoning about chance events: Assessing and changing students' conception of probability

Research on misconceptions of probability indicates that students' conceptions are difficult to change. A recent review of concept learning in science points to the role of contradiction in achieving conceptual change. A software program and evaluation activity were developed to challenge students' misconceptions of probability. Support was found for the effectiveness of the intervention, but results also indicate that some misconceptions are highly resistant to change.