Aristotle, Galileo, Newton, and Quebec Elementary Preservice Conceptual Representations about the Movement in Free Falling Objects

Abstract

Qualitative research conducted with ninety (90) pre-service teachers of elementary education about their conceptual representations after teaching on free-fall demonstrates that they share many conceptual difficulties despite formal education. For this, we have given them a paper and pencil questionnaire of sixty minutes duration and composed of four questions. Most of the conceptual difficulties identified on analyzing the data were 1. Objectʼs mass influences its fall speed; 2. Gravitational acceleration depends on the force gravitation (weight); 3. During the free fall without friction, the gravitational acceleration at any given time increases as the fall progresses; and 4. During the free fall without friction, the speed at any given time is constant as the fall progresses. The conceptual difficulties identified are relevant for learning, and teaching strategies focused on the conceptual conflict considering the preservice teachersʼ conceptions identified in the present work and the relevant scientific concepts.