Students’ alternative frameworks and prior conceptions about interactions forces and/or Newton’s motion laws have been largely investigated. The various investigations clearly show that students very often fail to apply Newton’s laws of motion in general to everyday situations and third law in particular. Using a conventional notation for representing forces on diagrams, students were presented with questions on the interaction between two objects. and asked to represent in terms of Newton’s third law the two interacting forces in a variety of situations. The results show that complete understanding of Newton’s Third Law of motion is quite rare, and that some problems related 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... This study highlights some of the serious difficulties students undergo with reciprocal interaction. It suggests that we should be more anxious about the teaching/learning process and the students overall understanding of this principle and that this understanding is underpinned by an understanding of the force concept. Suggestions were proposed for promoting conceptual change based on Posner et al proposal (1982). For this purpose, we propose in our work to analyse the difficulties of high school students in learning the reciprocal interaction principle, locate and identify the obstacles to overcome when dealing with real physical situations. To achieve this task, we have elaborated a questionnaire used to locate the fields of students' difficulties and identify possible causes. We carried by means of this questionnaire a survey (paper-pencil) by requesting a samples of (102) students in different high schools through the country. The analysis and the exploitation of investigation results have shown that students encounter serious difficulties in in dealing with this law.
| Published in | Science Journal of Education (Volume 11, Issue 1) |
| DOI | 10.11648/j.sjedu.20231101.17 |
| Page(s) | 43-50 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2023. Published by Science Publishing Group |
Force, Notation, Conceptions, Interactions, Representations
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APA Style
Ahcene Serhane, Mahdi Debiache, Karima Boudhar, Abdelhamid Zeghdaoui. (2023). Difficulties Facing Students in Transition to Newtonian Viewpoint: Newton’s Third Law Case. Science Journal of Education, 11(1), 43-50. https://doi.org/10.11648/j.sjedu.20231101.17
ACS Style
Ahcene Serhane; Mahdi Debiache; Karima Boudhar; Abdelhamid Zeghdaoui. Difficulties Facing Students in Transition to Newtonian Viewpoint: Newton’s Third Law Case. Sci. J. Educ. 2023, 11(1), 43-50. doi: 10.11648/j.sjedu.20231101.17
AMA Style
Ahcene Serhane, Mahdi Debiache, Karima Boudhar, Abdelhamid Zeghdaoui. Difficulties Facing Students in Transition to Newtonian Viewpoint: Newton’s Third Law Case. Sci J Educ. 2023;11(1):43-50. doi: 10.11648/j.sjedu.20231101.17
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author = {Ahcene Serhane and Mahdi Debiache and Karima Boudhar and Abdelhamid Zeghdaoui},
title = {Difficulties Facing Students in Transition to Newtonian Viewpoint: Newton’s Third Law Case},
journal = {Science Journal of Education},
volume = {11},
number = {1},
pages = {43-50},
doi = {10.11648/j.sjedu.20231101.17},
url = {https://doi.org/10.11648/j.sjedu.20231101.17},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20231101.17},
abstract = {Students’ alternative frameworks and prior conceptions about interactions forces and/or Newton’s motion laws have been largely investigated. The various investigations clearly show that students very often fail to apply Newton’s laws of motion in general to everyday situations and third law in particular. Using a conventional notation for representing forces on diagrams, students were presented with questions on the interaction between two objects. and asked to represent in terms of Newton’s third law the two interacting forces in a variety of situations. The results show that complete understanding of Newton’s Third Law of motion is quite rare, and that some problems related 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... This study highlights some of the serious difficulties students undergo with reciprocal interaction. It suggests that we should be more anxious about the teaching/learning process and the students overall understanding of this principle and that this understanding is underpinned by an understanding of the force concept. Suggestions were proposed for promoting conceptual change based on Posner et al proposal (1982). For this purpose, we propose in our work to analyse the difficulties of high school students in learning the reciprocal interaction principle, locate and identify the obstacles to overcome when dealing with real physical situations. To achieve this task, we have elaborated a questionnaire used to locate the fields of students' difficulties and identify possible causes. We carried by means of this questionnaire a survey (paper-pencil) by requesting a samples of (102) students in different high schools through the country. The analysis and the exploitation of investigation results have shown that students encounter serious difficulties in in dealing with this law.},
year = {2023}
}
TY - JOUR T1 - Difficulties Facing Students in Transition to Newtonian Viewpoint: Newton’s Third Law Case AU - Ahcene Serhane AU - Mahdi Debiache AU - Karima Boudhar AU - Abdelhamid Zeghdaoui Y1 - 2023/01/31 PY - 2023 N1 - https://doi.org/10.11648/j.sjedu.20231101.17 DO - 10.11648/j.sjedu.20231101.17 T2 - Science Journal of Education JF - Science Journal of Education JO - Science Journal of Education SP - 43 EP - 50 PB - Science Publishing Group SN - 2329-0897 UR - https://doi.org/10.11648/j.sjedu.20231101.17 AB - Students’ alternative frameworks and prior conceptions about interactions forces and/or Newton’s motion laws have been largely investigated. The various investigations clearly show that students very often fail to apply Newton’s laws of motion in general to everyday situations and third law in particular. Using a conventional notation for representing forces on diagrams, students were presented with questions on the interaction between two objects. and asked to represent in terms of Newton’s third law the two interacting forces in a variety of situations. The results show that complete understanding of Newton’s Third Law of motion is quite rare, and that some problems related 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... This study highlights some of the serious difficulties students undergo with reciprocal interaction. It suggests that we should be more anxious about the teaching/learning process and the students overall understanding of this principle and that this understanding is underpinned by an understanding of the force concept. Suggestions were proposed for promoting conceptual change based on Posner et al proposal (1982). For this purpose, we propose in our work to analyse the difficulties of high school students in learning the reciprocal interaction principle, locate and identify the obstacles to overcome when dealing with real physical situations. To achieve this task, we have elaborated a questionnaire used to locate the fields of students' difficulties and identify possible causes. We carried by means of this questionnaire a survey (paper-pencil) by requesting a samples of (102) students in different high schools through the country. The analysis and the exploitation of investigation results have shown that students encounter serious difficulties in in dealing with this law. VL - 11 IS - 1 ER -
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