Discusses students' preconceptions of randomness and offers an alternative way to think about the concept using the idea of complexity. That is, the randomness of a sequence can be measured by the difficulty of encoding it. Methods of judging complexity and implications for teaching are discussed. (Contains 30 references.) (MKR)

Argues that by examining which concepts of a particular area of physics are fundamental and which are defined, teachers can choose concepts for investigation that progress logically and should minimize students' misconceptions and confusion. (Author)