Constructing scientifically acceptable conceptions and applying them precisely and consistently to novel situations in forming new notions and cognitive structures, schemas, is crucial in science learning. The current research study aimed to reveal how students, grade 5- university (N=933), construct their conceptions by open-ended questions, interviews, and observations concerning the concept free-fall. A significant number of researchers dealt with students’ object motion conceptions; revealed and discussed the phenomenon in detail as the present research to show students thinking and schemas construction behaviors. Students constructed their free-fall event in their schemes concentrating on a superficial characteristic of heaviness context. Students’ ‘heaviness schema’ encapsulated a collection of different knowledge; co-locate in the schema as mental representations based on daily experiences. Students constructed their schema and used this schema spontaneously and consistently when needed not considering the specific problem in detail. The present study reached an important conclusion relating co-location errors with misunderstandings: Co-location error is a misconception generating process and end through superficial handling of events to be colocated in a scheme together as mental representations. Co-location errors are common among students and concluding with misconceptions. Few students responding correct kept their conceptions as isolated facts. Discussions based on previous research create new issues to be studied and add to the literature. Keywords: Conceptions, co-location errors, mental representations, schemas.

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