Learning, Retention, and Forgetting of Newton's Third Law throughout University Physics

Autor/inn/en	Sayre, Eleanor C.; Franklin, Scott V.; Dymek, Stephanie; Clark, Jessica; Sun, Yifei
Titel	Learning, Retention, and Forgetting of Newton's Third Law throughout University Physics
Quelle	In: Physical Review Special Topics - Physics Education Research, 8 (2012) 1, S.010116-1 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-9178
DOI	10.1103/PhysRevSTPER.8.010116
Schlagwörter	Student Attitudes; Student Reaction; Mechanics (Physics); Calculus; Introductory Courses; College Science; Teaching Methods + Suchen Sie Ihr Suchwort? Schülerverhalten; Schülerkritik; Mechanik; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Einführungskurs; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	We present data from a between-student study on student response to questions on Newton's third law given in two introductory calculus-based physics classes (Mechanics and Electromagnetism) at a large northeastern university. Construction of a response curve reveals subtle dynamics in student learning not capturable by pretesting and post-testing. We find a significant positive effect of instruction that diminishes by the end of the quarter. Two quarters later, a significant dip in correct response occurs when instruction changes from the vector quantities of electric forces and fields to the scalar quantity of electric potential. When instruction returns to vector topics, performance rebounds to initial values. (Contains 6 figures and 6 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10