This paper presents the use of case analysis in teaching circular motion. The teaching sequence was developed based on the alternative conceptions found during the diagnostic phase of this study. It was implemented to twenty-six (26) students in their second year at the university taking up a program in Bachelor in Secondary Education-Physical Science and enrolled in a course in mechanics. Results revealed that the teaching sequence was helpful in correcting alternative conceptions and in increasing conceptual understanding. Inconsistencies in the conceptions were also minimized.
KEY WORDS: case analysis, circular motion, teaching sequence, students’ understanding.