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

Shaona Zhou; Chunbin Zhang; Hua Xiao

doi:10.12973/eurasia.2015.1337a

Full Text (PDF)

Shaona Zhou ¹, Chunbin Zhang ¹, Hua Xiao ¹ ^*

More Detail

¹ South China Normal University^* Corresponding Author

Abstract

Background:
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.

Materials and methods:
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.

Results:
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.

Conclusions:
It is important to emphasize that the educational contexts of gravity interactions should be paid more attention to.

Keywords

balanced forces
gravity interaction
interaction forces
misconceptions
newton’s third law

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 11, Issue 3, 2015, 589-599

https://doi.org/10.12973/eurasia.2015.1337a

Publication date: 02 Apr 2015

Article Views: 3582

Article Downloads: 2078

Open Access References How to cite this article

References

Bao, L., Hogg, K., & Zollman, D. (2002). Model analysis of fine structures of student models: an example with Newton‘s third law. American Journal of Physics, 70(7), 765–778. doi:10.1119/1.1484152
Bao, L., Cai, T., Koenig, K., Fang, K., Han, J., Wang, J., Liu, Q., Ding, L., Cui, L., Luo, Y., Wang, Y., Li, L., Wu, N. (2009). Learning and scientific reasoning. Science, 323(5914), 586-587. doi:10.1126/science.1167740
Brown, D. (1989). Students‘ concept of force: the importance of understanding Newton‘s third law. Physics Education, 24(1), 353–358. doi:10.1088/0031-9120/24/6/007
Bryce, T., & MacMillan, K. (2005). Encouraging conceptual change: the use of bridging analogies in the teaching of action–reaction forces and the 'at rest‘ condition in physics. International Journal of Science Education, 27(6), 737–763. doi:10.1080/09500690500038132
diSessa, A., Gillespie, N., & Esterly, J. (2004). Coherence versus fragmentation in the development of the concept of force. Cognitive Science, 28(6), 843–900. doi:10.1016/j.cogsci.2004.05.003
Finegold, M., & Gorksy, P. (1988). Learning about forces: simulating the outcomes of pupils‘ misconceptions. Instructional Science, 17(3), 251–261. doi:10.1007/BF00048344
Gamble, R. (1989). Force. Physics Education, 24(2), 79–82. doi:10.1088/0031-9120/24/2/303
Grimellini–Tomasini, N., Pecori–Balandi, B., Pacca, J.L.A. & Villani, A. (1993). Understanding conservation laws in mechanics: students‘conceptual change in learning about collisions. Science Education, 77(2), 169–189. doi:10.1002/sce.3730770206
Halliday, D., Resnick, R., & Walker, J. (2005). Fundamentals of physics. New York: Wiley (pp.99).
Hestenes, D., & Wells, M. (1992). A mechanics baseline test. The physics teacher, 30(3), 159-166. doi:10.1119/1.2343498
Hestenes, D., Wells, M., & Swackhamer, G. (1992). Force concept inventory. The Physics Teacher, 30(3), 141–158. doi:10.1119/1.2343497
Heywood, D. & Parker, J. (2001). Describing the cognitive landscape in learning and teaching about forces. International Journal of Science Education, 23(11), 1177– 1199. doi:10.1080/09500690110049051
Jiménez-Valladares, J., & Perales-Palcios, J. (2001). Graphic representation of force in secondary education: analysis and alternative educational proposals. Physics Education, 36(3), 227–235. doi:10.1088/0031-9120/36/3/309
Kolokotronis, D., & Solomonidou, C. (2003). A step-by-step design and development of an integrated educational software to deal with empirical ideas about mechanical interaction. Education and Information Technologies, 8(3), 229–244. doi:10.1023/A:1026308009235
Kariotoglou, P., Spyrtou, A., & Tselfes, V. (2009). How student teachers understand distance force interactions in different contexts. International Journal of Science and Mathematics Education, 7(5), 851-873. doi:10.1007/s10763-008-9147-6
Kruger, C., Summers, M. & Palacio, D. (1990a). An investigation of some English primary British teachers‘ understanding of the concepts force and gravity. British Educational Research Journal, 16(4), 383–397. doi:10.1080/0141192900160406
Kruger, C., Summers, M. & Palacio, D. (1990b). Adding forces–a target for primary science INSET. British Journal of In-Service Education, 16(1), 45–52. doi:10.1080/0305763900160110
Montanero, M., Perez, A.L. & Suero, M.I. (1995). A survey of students‘understanding of colliding bodies. Physics Education, 30(5), 277–283. doi:10.1088/0031- 9120/30/5/004
Montanero, M., Suero, M. I., Pérez, A. L., & Pardo, P. J. (2002). Implicit theories of static interactions between two bodies. Physics Education, 37(4), 318–323. doi:10.1088/0031-9120/37/4/305
Palmer, H.D. (2001). Investigating the relationship between students‘ multiple conceptions of action and reaction in cases of static equilibrium. Research in Science & Technological Education, 19(2), 193–204. doi:10.1080/02635140120087722
Park, J., & Han, S. (2002). Using deductive reasoning to promote the change of conceptions about force and motion. International Journal of Science Education, 24(6), 593–609. doi:10.1080/09500690110074026
Savinainen, A., & Scott, P. (2002). Using the Force Concept Inventory to monitor student learning and to plan teaching. Physics Education, 37(1), 53-58. doi:10.1088/0031-9120/37/1/307
Savinainen, A., Scott, P., & Viiri, J. (2005). Using a bridging representation and social interactions to foster conceptual change: Designing and evaluating an instructional sequence for Newton's third law. Science Education, 89(2), 175-195. doi:10.1002/sce.20037
Spyrtou, A., Hatzikraniotis, E., & Kariotoglou, P. (2009). Educational software for improving learning aspects of Newton‘s Third Law for student teachers. Education and Information Technologies, 14(2), 163-187. doi:10.1007/s10639-009-9087-y
Summers, M. (1992). Improving primary school teachers‘ understanding of science concepts - theory into practice. International Journal of Science Education, 14(1), 25–40. doi:10.1080/0950069920140104
Suzuki, M. (2005). Social metaphor mapping of the concept of force ―CHI-KA-RA‖ in Japanese. International Journal of Science Education, 27(15), 1773–1804. doi:10.1080/09500690500206507
Tao, P., & Gunstone, R. (1999a). The process of conceptual change in force and motion during computer supported physics instruction. Journal of Research in Science Teaching, 36(17), 859–882. Doi:10.1002/(SICI)1098- 2736(199909)36:73.3.CO;2-A
Terry, C., Jones, G., & Hurford, W. (1985). Children‘s conceptual understanding of forces and equilibrium. Physics Education, 20(4), 162–165. doi:10.1088/0031- 9120/20/4/306
Thijs, G. (1992). Evaluation of an introductory course on―force‖considering students‘ preconceptions. Science Education, 76(2), 155–174. doi:10.1002/sce.3730760205
Thijs, G., & Bosch, G. (1995). Cognitive effects of science experiments focusing on students‘ preconceptions of force: a comparison of demonstrations and small-group practicals. International Journal of Science Education, 7(3), 311–323. doi:10.1080/0950069950170304
Thornton, R. K., & Sokoloff, D. R. (1998). Assessing student learning of Newton‘s laws: The force and motion conceptual evaluation and the evaluation of active learning laboratory and lecture curricula. American Journal of Physics, 66(4), 338-352. doi:10.1119/1.18863
Trumper, R. (1996). A cross-college age study about physics students‘conceptions of force in pre-service training for high school teachers. Physics Education, 31, 227–236. doi:10.1088/0031-9120/31/4/021
Watts, D. & Zylberszajn, A. (1981). A survey of some children‘s ideas about force. Physics Education, 16(6), 360–365. doi:10.1088/0031-9120/16/6/313

How to cite this article

APA

Zhou, S., Zhang, C., & Xiao, H. (2015). Students’ Understanding on Newton’s Third Law in Identifying the Reaction Force in Gravity Interactions. Eurasia Journal of Mathematics, Science and Technology Education, 11(3), 589-599. https://doi.org/10.12973/eurasia.2015.1337a

Vancouver

Zhou S, Zhang C, Xiao H. Students’ Understanding on Newton’s Third Law in Identifying the Reaction Force in Gravity Interactions. EURASIA J Math Sci Tech Ed. 2015;11(3):589-99. https://doi.org/10.12973/eurasia.2015.1337a

AMA

Zhou S, Zhang C, Xiao H. Students’ Understanding on Newton’s Third Law in Identifying the Reaction Force in Gravity Interactions. EURASIA J Math Sci Tech Ed. 2015;11(3), 589-599. https://doi.org/10.12973/eurasia.2015.1337a

Chicago

Zhou, Shaona, Chunbin Zhang, and Hua Xiao. "Students’ Understanding on Newton’s Third Law in Identifying the Reaction Force in Gravity Interactions". Eurasia Journal of Mathematics, Science and Technology Education 2015 11 no. 3 (2015): 589-599. https://doi.org/10.12973/eurasia.2015.1337a

Harvard

Zhou, S., Zhang, C., and Xiao, H. (2015). Students’ Understanding on Newton’s Third Law in Identifying the Reaction Force in Gravity Interactions. Eurasia Journal of Mathematics, Science and Technology Education, 11(3), pp. 589-599. https://doi.org/10.12973/eurasia.2015.1337a

MLA

Zhou, Shaona et al. "Students’ Understanding on Newton’s Third Law in Identifying the Reaction Force in Gravity Interactions". Eurasia Journal of Mathematics, Science and Technology Education, vol. 11, no. 3, 2015, pp. 589-599. https://doi.org/10.12973/eurasia.2015.1337a