Abstract
The study investigate the conceptual understanding graduate students’ teachers have about foundational domains of scientific knowledge and the appropriate instructional strategy to develop an accurate conceptual understanding. The participants consisted of sixteen graduate students tested in their understanding for scientific concepts before and after instructions. Students journals show that it is important to: address and challenge students theory regarding Newtonian laws; to form coherent mental macroscopic dynamic imaginative picture regarding electricity, magnetisms, gravity, light, sound, heat, pressure and the particulate nature of matter; to elect the revolutionary type of knowledge and present them in linear hierarchical way regarding biological concepts. This show that different domains of scientific knowledge needs different instructional approaches
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