Students completed an assessment activity that asked them to engage in guided research, tasked with teaching me how a chosen phenomenon worked rather than being provided information from the teacher. This strategy as well as the instructional strategy of allowing students to choose their own research topic encourage ownership of the content and allowed students to reconstruct their mental models of electric potentials. Students activated their prior knowledge, positioning them as the authority of knowledge and giving them the responsibilities for clear explanations to others. Not only was the content knowledge relevant to their work, but so were their research skills. This strategy pushed students towards higher-order thinking as they were required to use online resources to identify important research questions, locate reliable and scientific resources, and synthesize these sources while also drawing connections to the content standards. Overall, students demonstrated deep understanding of electric potential phenomena through research and student teaching.