My interest in educational research was sparked during my PGCE, and led to the publication of an article on a novel approach to differentiation, by alternative conception (Brock, 2006). My Master’s thesis, carried out at the Faculty of Education, University of Cambridge, focused on the role of intuition and insight in learning about science and has led to an on-going research interest in the way in which tacit knowledge influences learning. My PhD thesis, supervised by Professor Keith Taber, aimed to understand how students developed coherent conceptual structures related to topics in physics. Using the microgenetic approach, I interviewed five students, once a week, for twenty-two weeks, to investigate developments in their understanding of physics concepts. The microgenetic approach involves collecting data at a rate that is assumed to be high in comparison to the frequency of change of the phenomenon being studied. I am interested in how this approach has been applied in studies in science education and how it can be used to develop constructions of conceptual change over short timescales.