We have observed, over entire semesters, by direct observation and video analysis, groups of students learning force and motion (mechanics) concepts in introductory physics learning laboratories that use real time data-logging tools and the RealTimePhysics Mechanics curriculum. This and many previous studies show that most students (75 to 90%) learn force and motion concepts in this situation. This paper will explore the behavior of students learning conceptually (or not). A detailed analysis has identified four behaviors that correlate strongly (positively or negatively) with learning conceptually. The behaviors are asking open or closed questions, giving explanations based on cause or principle, and using or linking multiple representations. Some of actual student behavior is “uncommon knowledge” for teachers since it is different from common expectations. We also find evidence for a conceptual development process that is most easily described in four phases.
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