Children's conceptual understanding of forces and equilibrium

Terry, Colin; Jones, George V.; Hurford, W

doi:10.1088/0031-9120/20/4/306

Cited by 26 publications

(33 citation statements)

References 4 publications

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“…In a study of secondary students' understanding of static equilibrium, Terry, Jones, and Hurford (1985) observed that students often represented gravity as a force pushing down on an object; drawings were often accompanied by explanations that mirrored other studies' results of air being required for gravity. Smith and Treagust (1988), like previous researchers, found that students believed gravity to be associated with rotation; they also found that students believed a planet's distance from the Sun affects the strength of its gravitational attraction on an object to the planet.…”

Section: Gravitational Forcesmentioning

confidence: 94%

Development of a Concept Inventory to Assess Students’ Understanding and Reasoning Difficulties about the Properties and Formation of Stars

Bailey¹

2007

Astronomy Education Review

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Section: Gravitational Forcesmentioning

confidence: 94%

Development of a Concept Inventory to Assess Students’ Understanding and Reasoning Difficulties about the Properties and Formation of Stars

Bailey¹

2007

Astronomy Education Review

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“…In the static group, the cases with bodies in contact include: a book on the tabletop (Terry et al, 1985;Hestenes, Wells, & Swackhamer, 1992;Trumper, 1996;Palmer, 2001;Bryce & MacMillan, 2005), a man trying to push a box (Brown, 1989;Thijs & Bosch, 1995), a stone resting on another (Palmer, 2001), an object connected to a spring which is placed on a frictionless plane (Park & Han, 2002). On the other hand, the dynamic group focuses on students' understanding about the cases in which bodies are moving.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Besides, the point of view that action always overcomes reaction is a common reason for the failure of accepting the principle that the third-law force pair has the same magnitude (Grimellini-Tomasini, Pecori-Balandi, Pacca, & Villani, 1993). Finding in some other studies reveals that students have problem in comprehending that objects have the same magnitude of force as the opponent in the following situation: inanimate bodies (Finegold & Gorksy, 1988;Hestenes, Wells, & Swackhamer, 1992), stationary bodies (Terry et al, 1985;Tao & Gunstone 1999a), distant bodies (Kolokotronis & Solomonidou, 2003), and so on.…”

Section: Contribution Of This Paper To the Literaturementioning

confidence: 99%

“…Ed., 11(3), [589][590][591][592][593][594][595][596][597][598][599] regardless of different contextual features of the situation (Savinainen, Scott, & Viiri, 2005). For example, inanimate bodies (Finegold & Gorksy, 1988;Hestenes, Wells, & Swackhamer, 1992), stationary bodies (Terry et al, 1985;Tao & Gunstone, 1999a), and distant bodies (Kolokotronis & Solomonidou, 2003) can exert and be exerted a force. The ontological aspect concerns the nature of the force (Spyrtou, Hatzikraniotis, & Kariotoglou, 2009).…”

mentioning

confidence: 99%

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Students’ Understanding on Newton’s Third Law in Identifying the Reaction Force in Gravity Interactions

Zhou

Zhang

Xiao

2015

EURASIA J MATH SCI T

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In the past three decades, previous researches showed that students had various misconceptions of Newton's Third Law. The present study focused on students' difficulties in identifying the third-law force pair in gravity interaction situations. An instrument involving contexts with gravity and non-gravity associated interactions was designed and conducted among students in junior secondary school, senior high school and university. The finding revealed that students in all grades did statistically worse in gravity interaction contexts and had general difficulties in distinguishing interaction forces and balanced forces. However, students improved their reasoning on third-law force pair with the increase of grade level irrespective of contexts. Special difficulties for junior secondary school students in understanding gravity interaction were also addressed. It is important to emphasize that the educational contexts of gravity interactions should be paid more attention to.

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“…Entretanto, que seja do nosso conhecimento, os numerosos e diversos trabalhos de investigação que relatam as idéias dos estudantes em Mecânica (entre outros, Viennot 1979, 1989, 1996, Saltiel & Malgrange 1980, Maloney 1984, Ogborn 1985, Terry & Saltiel 1985, Menigaux 1986Whitelock 1991;Boyle & Maloney 1991, Thornton & Sokoloff 1998, de modo geral não se ocupam especificamente sobre o tema do fenômeno do atrito sólido seco, existindo, portanto, uma ausência de trabalhos que se dediquem à investigação do impacto que o estudo dos vários aspectos desse fenômeno pode trazer para os estudantes.…”

Section: Introductionunclassified

MODOS DE RACIOCÍNIO DOS ESTUDANTES QUANDO A 3 a LEI DE NEWTON INTERVÉM NO ESTUDO DO FENÔMENO DO ATRITO

Caldas

Saltiel

2001

Ens. Pesqui. Educ. Ciênc. (Belo Horizonte)

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ResumoEste trabalho investiga os modos de raciocínio de uma população variada, quer pelo seu país de origem quer pelo seu nível de ensino, em situações onde a 3ª lei de Newton intervém no estudo do fenômeno do atrito sólido seco. Por meio das análises de vários questionários descrevendo situações físicas onde dois ou três corpos estão em contato, são colocadas em evidência as características destes modos de raciocínio. Ainda, uma análise de livros didáticos mostra que os estudantes encontram, na grande maioria destes, elementos que alimentam o tipo de resultados encontrados. Como decorrência do conjunto dos resultados obtidos, algumas recomendações sobre o tratamento do tema do atrito serão sugeridas, no que se relaciona especificamente com os aspectos abordados no trabalho. SummaryThis work investigates the ways of reasoning of a diverse population, as much for their country of origin as for their teaching level, in situations where the Newton's 3 rd law intervenes in the study of the dry solid friction phenomenon. By means of the analyses of several questionnaires describing physical situations where two or three bodies are in contact, the characteristics of these ways of reasoning will stand out. Still, an analysis of text books shows that the students find elements, in the great majority of these books, which back up the type of results found. As a consequence of the amount of the results obtained, some recommendations on the treatment of the friction will be suggested specifically regarding the aspects approached in the work.Palavras-chave: Ensino de Física, Atrito, 3 a lei de Newton

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Children's conceptual understanding of forces and equilibrium

Cited by 26 publications

References 4 publications

Development of a Concept Inventory to Assess Students’ Understanding and Reasoning Difficulties about the Properties and Formation of Stars

Development of a Concept Inventory to Assess Students’ Understanding and Reasoning Difficulties about the Properties and Formation of Stars

Students’ Understanding on Newton’s Third Law in Identifying the Reaction Force in Gravity Interactions

MODOS DE RACIOCÍNIO DOS ESTUDANTES QUANDO A 3 a LEI DE NEWTON INTERVÉM NO ESTUDO DO FENÔMENO DO ATRITO

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