The Use of Force Notation to Detect Students' Misconceptions: Mutual Interactions Case

Autor/inn/en	Serhane, Ahcene; Zeghdaoui, Abdelhamid; Debiache, Mehdi
Titel	The Use of Force Notation to Detect Students' Misconceptions: Mutual Interactions Case
Quelle	In: School Science Review, 98 (2017) 364, S.57-63 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6811
Schlagwörter	Foreign Countries; High School Students; Secondary School Science; Coding; Visual Aids; Motion; Scientific Principles; Scientific Concepts; Scientific Literacy; Misconceptions; Physics; Algeria + Suchen Sie Ihr Suchwort? Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Codierung; Programmierung; Anschauungsmaterial; Bewegungsablauf; Missverständnis; Physik; Algerien
Abstract	Using a conventional notation for representing forces on diagrams, students were presented with questions on the interaction between two objects. The results show that complete understanding of Newton's Third Law of Motion is quite rare, and that some problems relate to misunderstanding which force acts on each body. The use of the terms "action" and "reaction" in this specific context, compared with their general use, was also found to be misleading. (As Provided).
Anmerkungen	Association for Science Education. College Lane Hatfield, Herts, AL10 9AA, UK. Tel: +44-1-707-283000; Fax: +44-1-707-266532; e-mail: info@ase.org.uk; Web site: http://www.ase.org.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01