Rule-governed approaches to physics - Newton's third law

Maloney, David P.

doi:10.1088/0031-9120/19/1/319

Cited by 73 publications

(67 citation statements)

References 10 publications

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“…2) Larger or more active objects exert greater force than lighter objects when they interact (Maloney, 1984). Actually, this is in contrast to the Newtonian view that the forces are equal in magnitude and opposite in direction.…”

Section: Commitment To Conceptual Learning: a Cognitive Constructivismentioning

confidence: 96%

“…Take the alternative conceptions as examples. Common examples of alternative conceptions in physics are presented in the current research, as follows:1) Heavier objects fall faster than slow objects (Halloun et al, 1985).2) Larger or more active objects exert greater force than lighter objects when they interact (Maloney, 1984). Actually, this is in contrast to the Newtonian view that the forces are equal in magnitude and opposite in direction.…”

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confidence: 97%

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Effectiveness of an inquiry-based learning using interactive simulations for enhancing students’ conceptual understanding in physics

Fan¹

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Two mixed-methods studies (a pilot study and a main study) were carried out to investigate the effectiveness of a novel inquiry-based learning method (named the Inquiry-based learning with Interactive Simulation -ILIS approach). The studies focused on 10 th grade students' conceptual understandings about force and motion in physics. In each of the studies, an explanatory mixed methods design was adapted to combine a quantitative phase with a qualitative phase. The initial quantitative phase employed a quasi-experimental method. Participants were randomly assigned to the ILIS approach (experimental group) and conventional instruction (control group) as learning methods. All participants were asked to respond to a test (modified Force Concept Inventory) and surveys (confidence in learning and inquiry process skills of hypothesising, operation, communication, and evaluation). The quantitative phase addresses the first research question: What is the effectiveness of the ILIS approach and conventional instruction respectively on student conceptual learning? The subsequent qualitative phase of each study involving interviewing participants to explore the way in which the students and teachers understood the conceptual learning in relation to potential performance achieved with the ILIS approach. The results showed significant gains in conceptual understanding about forces and motion and inquiry process skills by the experimental groups in comparison to the control groups. The students' inquiry process skills showed the same trend as conceptual learning. Confidence in learning also correlated with students' conceptual understanding. In contrast, the results showed that the conventional instruction has the same positive effect on improving students' confidence in learning as the ILIS approach. Qualitative findings induced that students in the experimental group reported individual perceptions and viewpoints. The qualitative phase involved interviews with three teachers and six students. It revealed that the ILIS approach offers meaningful benefits for students' conceptual understanding, which complements the findings from the quantitative phase. The findings suggested that the ILIS approach may have implications as a practical and effective teaching and learning method in enhancing students to develop their conceptual understanding in physics.ii Declaration by authorThis thesis is composed of my original work, and contains no material previously published or written by another person except where due reference has been made in the text. I have clearly stated the contribution by others to jointly-authored works that I have included in my thesis.I have clearly stated the contribution of others to my thesis as a whole, including statistical assistance, survey design, data analysis, significant technical procedures, professional editorial advice, and any other original research work used or reported in my thesis. The content of my thesis is the result of work I have carried out since the commencement of my research ...

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Section: Commitment To Conceptual Learning: a Cognitive Constructivismentioning

confidence: 96%

mentioning

confidence: 97%

Effectiveness of an inquiry-based learning using interactive simulations for enhancing students’ conceptual understanding in physics

Fan¹

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“…(6) D'après plusieurs recherches (Watts, 1983 ;maloney, 1984 ;Terry et Jones, 1986 ;Caldas et Saltiel, 1995 ;Brasquet, 1999 ;meltzer, 2005), certains élèves confondent les deux forces exercées par deux objets l'un sur l'autre avec deux forces exercées sur le même objet. Ils considèrent que l'objet en mouvement exerce une plus grande force que l'objet immobile parce que la résul-tante de ces deux forces doit être, d'après eux, dans la direction et dans le sens du mouvement pour que les objets bougent (adhérence force-vitesse).…”

Section: éTude De La Fiabilité Des Résultats Obtenusunclassified

Suivre l’évolution des conceptions des élèves en mécanique : développement et évaluation d’exercices informatisés

Coppens¹,

Rebmann²,

Munier³

2009

didas

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Des exercices informatisés détectant automatiquement des conceptions mobilisées par les élèves ont donc été développés afin d'aider les professeurs français lors de l'enseignement de la mécanique au lycée.Cet article explicite leur développement puis il présente les tests vérifiant que ces exercices informatisés recueillent rapidement des données suffisamment pertinentes, riches et fiables pour identifier des conceptions d'élèves.

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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

“…Viennot (1979Viennot ( , 1989Viennot ( , 1996 ou Maloney (1984) nos mostram como, em geral, esta lei é mal compreendida e aplicada: por exemplo, para os estudantes, em situações de não equilíbrio, a reação pode ser considerada diferente da ação.…”

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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Rule-governed approaches to physics - Newton's third law

Cited by 73 publications

References 10 publications

Effectiveness of an inquiry-based learning using interactive simulations for enhancing students’ conceptual understanding in physics

Effectiveness of an inquiry-based learning using interactive simulations for enhancing students’ conceptual understanding in physics

Suivre l’évolution des conceptions des élèves en mécanique : développement et évaluation d’exercices informatisés

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

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