Creating lifelong science learners: What models form a firm foundation?
M.C. Linn, L. Muilenburg 1996 Educational Researcher v25 no5 p18-24
In this longitudinal study each of two groups of 8th-grade students were taught thermodynamics using one of two models. The first group, who learned the approximate model of heat flow, easily demonstrated in the lab, learned more of the subject matter and solved problems with it more effectively than the other group, who learned the correct, but non-intuitive and hard-to-test molecular-kinetic model.