Abstract
Students’ alternative frameworks and prior conceptions about interactions forces «traditionally, known as Newton's third law» 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. This study highlights some of the serious difficulties students undergo with reciprocal interactions and circular motions, taking advantage of previous studies and/or surveys we managed to reveal and identify a wide range of misconceptions among students, enabling teachers to set appropriate strategies to overcome them. Closely related to students’ misconceptions in Newton’s law of motion, there are still serious difficulties facing students to differentiate between real and fictitious forces, especially when tackling dynamics problems involving circular motion. An approach to teaching mutual interactions and the meaning of centripetal force is suggested that focuses on reconsidering and/or refining students' intuitive thinking on the nature of mutual interactions. However, the essence of this argument is that the teaching of science is not a process by which the wrong ideas are substituted by the correct ones; but students should know where they went wrong and why.
Highlights
Physics has been often recognized by a great majority of students as being one of the most difficult subjects in pure science
I need to have a good memory", or some of the law does not make sense at all"! “Whatever the specific argument and/or reason presented by students, the majority of teachers and / or science educators would certainly agree that conceptual difficulties encountered by students can be severe at times, so severe that many students are unable to place that concept in perspective” Hugh G
The result is that students' knowledge and physics understanding is frequently fragmented and they never come perceive a unity of the subject
Summary
Physics has been often recognized by a great majority of students as being one of the most difficult subjects in pure science. The reasons and/or arguments as provided by students for this are multiple and diverse, including for example, ". I have to think too deeply" or ". I need to have a good memory", or some of the law does not make sense at all"! “Whatever the specific argument and/or reason presented by students, the majority of teachers and / or science educators would certainly agree that conceptual difficulties encountered by students can be severe at times, so severe that many students are unable to place that concept in perspective” Hugh G. The result is that students' knowledge and physics understanding is frequently fragmented and they never come perceive a unity of the subject
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