Students’ misconceptions about Newton's second law in outer space

Abstract

Students’ misconceptions about Newton's second law in frictionless outer space were investigated. The research was formed according to an epistemic game theoretical framework. The term ‘epistemic’ refers to students’ participation in problem-solving activities as a means of constructing new knowledge. The term ‘game’ refers to a coherent activity that consists of moves and rules. A set of questions in which students are asked to solve two similar Newton's second law problems, one of which is on the Earth and the other in outer space, was administered to 116 undergraduate students. The findings indicate that there is a significant difference between students’ epistemic game preferences and race-type (outer space or frictional surface) question. So students who used Newton's second law on the ground did not apply this law and used primitive reasoning when it came to space. Among these students, voluntary interviews were conducted with 18 students. Analysis of interview transcripts showed that: (1) the term ‘space’ causes spontaneity among students that prevents the use of the law; (2) students hesitate to apply Newton's second law in space due to the lack of a condition—the friction; (3) students feel that Newton's second law is not valid in space for a variety of reasons, but mostly for the fact that the body in space is not in contact with a surface.

Senior high school students’ understanding of Newton’s laws in outer space: Identification of misconceptions

“…The findings were supported by the misconceptions in Newton's law in outer space (Comins, 2001;Temiz & Yavuz, 2014;Rachmawati & Susanto, 2017). Otherwise, the contra-contextual results that opposed the findings in this research were found through deeper analysis (Piburn, 1988;Supeno et al, 2018).…”

Física da microgravidade na sala de aula utilizando um Clinostato: uma revisão bibliográfica sistemática

“…Tópicos Quantidade Artigos Experiências/ demonstrações 20 Vogt & Wargo (1992, 1995; Mohler (1997); Williams (1997); Rogers & Wargo (1998); Casaburri & Gardner (1999) Na sequência, foi realizada a leitura iniciando pelos artigos encontrados no portal CAPES, Scielo e os relacionados nas Tabelas 2 e 3. O artigo de Galili (1995) trata de preconcepções acerca do conceito leveza, Hershey (2005) propõe uma experiência para o estudo de tropismos usando um Clinostato, e Temiz & Yavuz (2014) trata acerca da Segunda Lei de Newton no espaço extraterrestre. Como já observado, Hershey (2005) usa o Clinostato, mas o objetivo é ensinar Biologia e não a Física envolvida.…”

“…(3) Quais autores têm o propósito de inserir os mesmos em sala de aula? Inserção em sala de aula é tratado pelos autores (Galili 1995;Vogt & Wargo 1995;Rogers et al 1997;Williams 1997;Casaburri & Gardner 1999;Sausen 1999;Saba et al 2000;Alshibli2 2002;da Silva 2002;NASA5 2002;NASA2 2003;Cappellari 2005;Reis & Garcia 2006;Knechtel 2008;Lima 2008;Ribeiro & Galera 2009;Passoni et al 2011;Matthews et al 2012;Rodrigues et al 2012;Dietlein et al 2013;Dou et al 2013;Dittrich 2014;Temiz & Yavuz 2014;Tenório et al 2014;Morais 2015;Pesquero 2015;Sousa 2015;Vasconcelos & Marranghello (2015); An et al 2016;Baliscei 2016;Borragini 2016;Secco & Sukara 2016;Borragini 2017;Moura 2017;da Silva 2018;Dutra & Souza 2019;Rodrigues 2019); isto é realizado em diversos níveis de ensino, desde Ensino Fundamental até formação continuada de professores. Nestes trabalhos tem experiências, sequências didáticas, problematização, interpretação de conceitos, dentre outros, focalizando a sala de aula.…”

Bilgi ve Belge Yönetimi Bölümü Öğrencilerinin Bilgi Arama Süreci Deneyimleri: Kavram Yanılgıları (Department of Information and Records Management Students Information Search Process Experiences: Misconceptions)

“…Kavram yanılgıları ağırlıklı olarak fizik, kimya, biyoloji, astronomi gibi doğa bilimleri; davranış bilimleri ve eğitim bilimleri alanlarında ciddi anlamda araştırılan önemli bir konu olmuştur (Baysen ve Silman, 2012;Brault Foisy, Potvin, Riopel ve Masson, 2015;Brown, 2014;Demir, Uzoğlu ve Büyükkasap, 2012;Erman, 2016;Francek, 2013;Kara ve Yeşilyurt, 2008;King, 2010;Kolçak, Moğol ve Ünsal, 2014;Motulsky, 2014;Ormrod, 2008;Peterson ve diğerleri, 1986;Sadler ve Sonnert, 2016;Temiz ve Yavuz, 2014). Kütüphanecilik ve enformasyon bilimi alanında az da olsa kavram yanılgısı ile ilgili yapılan çalışmalar bulunmasına rağmen, BAS'ın herhangi bir aşaması içerisinde değerlendirilebilen çalışmaların çoğunluğu alan literatürü dışında yer almaktadır.…”