Abstract: Constructionists hold that learning new knowledge is based on those old ones, and the new and old knowledge interplay each other. Children’s naïve conceptions formed in everyday experience is the foundation of scientific learning, while some of these conceptions conflict with basic science theories and impede children’s learning. This article summarizes researches about children’s misconception in the field of children’s naïve physics, analyzes the debate about the natural structure of naïve conception, and lists some important factors, including cognitive confliction, metacognition and motive, epistemological belief, which influence the process of conception change

Key words: misconception, naï, ve physics, naï, ve conception, conception change, cognition conflict