The idea is that conceptual knowledge is only the first step of helping a novice student become an expert. Students not only have misconceptions about how the physical world behave, they have misconceptions about the nature of scientific knowledge and what one has to do to obtain it. For many students, these misconceptions are fatal, causing them to run into a brick wall when the science gets more sophisticated, and leading to their dropping out. Can we do anything about this? Are there pedagogical techniques that can begin to help bring students around? Fortunately, the answer is yes, but to employ them, we have to become more sophisticated about learning to think about how students think.