This paper examines the nature of physics students' knowledge, the means to identify alternative conceptions, and possible methods to overcome misconceptions. This examination is a survey of the techniques and ideas of a large number of researchers who are seeking their own solutions to this problem. An examination of the nature of knowledge within the classroom and the shortfalls of educational models that provide some background for a discussion of effective teaching methodology are included. This report continues by examining the source of students' alternative conceptions both within and outside of the classroom, and the methods for identifying these alternative conceptions. Three potential techniques for overcoming alternative conceptions and establishing a richer understanding of physics knowledge within the classroom are outlined. (Contains 24 references and 4 appendices.) (DDR)