Interaction and force in Newton's 3rd law an inventory of secondary school students' beliefs (Record no. 20213)

MARC details
000 -LEADER
fixed length control field 02839nam a2200181Ia 4500
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 180910s9999 xx 000 0 und d
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Rabah, Hussein
Miscellaneous information Master, تعليم الفيزياء
245 10 - TITLE STATEMENT
Title Interaction and force in Newton's 3rd law an inventory of secondary school students' beliefs
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. Université Libanaise - Faculté de Pédagogie - Deanship
Date of publication, distribution, etc. 2002
300 ## - PHYSICAL DESCRIPTION
Extent 70 pages
500 ## - GENERAL NOTE
General note النوع : Mémoire
520 3# - SUMMARY, ETC.
Summary, etc. Interaction between physical objects is a generic notion in physics, and force is the most commonly used concept for representing all forms of interaction in secondary-school physics. Students’ understanding of interaction and force is thus a main concern in secondary-school physics courses. In this thesis we report on the development of a paper-and-pencil instrument for ascertaining student beliefs about interaction among physical objects, and the ways interaction is represented with the concept of force within the context of Newtonian theory of mechanics and mainly Newton’s third law. Results show that participating secondary school students have wrong beliefs about interaction and force, and the way they are related. Many students believe that an object can interact with itself, and they do not see the necessity of an object-agent pair for interaction. They consider force and interaction as being completely independent, and they fail to realize that force is one invented concept among many to represent interaction. Instead of realizing that a force represents an interaction between two objects, some students believe that force is a by-product of interaction: one object produces a force by itself and then imparts this force on another object. Other students believe that objects producing forces should be alive (living or in motion). Other wrong beliefs mainly associated with the motion of objects are detected. Many students believe that motion is always maintained by a specific agent, and they do not usually apply Newton’s 2nd law to real world situations. They also fail to understand Newton’s 4th law; they compose forces acting on different objects, and they believe that one agent can produce two forces on the same object especially in cases where, in physics, a force is split into two components. Outcomes are discussed with their implications to teaching Newtonian mechanics and future research.
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Cycle Secondaire L’enseignement des Sciences Curriculum Les Attitudes et conceptions des étudiants
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Secondary Education Sciences education Curricula Students Attitudes and Conceptions
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element المرحلة الثانوية تعليم العلوم المناهج مواقف الطلبة وتصوراتهم
856 ## - ELECTRONIC LOCATION AND ACCESS
Public note Université Libanaise - Faculté de Pédagogie - Deanship
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type بيانات الهيئة اللبنانية للعلوم التربوية

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