A Simple Approach to Teach Newton’s Third Law
Abstract
The results of previous researches indicated that there were problems with the mental model and students’ conceptual understanding of the action-reaction law (Newton’s third law, NTL). This research aimed to reveal the effect of a simple approach in teaching NTL. The research was conducted in the first-year of pre-service physics teachers at the Physics Education Department of Tadulako University. Research designs for three consecutive years were (1) one-group, pre-test, and post-test design, (2) a static group comparison (pre-test for the experimental group), and (3) a quasi-experimental. The approach used was an interactive demonstration that consisted of five phases, i.e: eliciting an intuitive argument, demonstrating a continuous force: pulling, demonstrating a continuous force: pushing, demonstrating impulsive force: collisions, and refining the concept with Elby’s pair. Data were collected using a multiple-choice test developed in previous research. The results of the data analyses showed that the approach could improve students’ understanding of the action-reaction law, supporting conceptual change by exhibiting N-gain in the moderate and high categories. The instructional design can be considered for implementation in learning in high schools, lecture on pre-service physics teachers and basic physics lecture, in general.
.
Keywords
Full Text:
PDFReferences
Bao, L., Hogg, K., & Zollman, D. (2002). Model analysis of fine structures of student models: An example with Newton’s third law. American Journal of Physics, 70(7), 766-778.
Brown, S., Montfort, D., Perovaâ€Mello, N., Lutz, B., Berger, A., & Streveler, R. (2018). Framework theory of conceptual change to interpret undergraduate engineering students’ explanations about mechanics of materials concepts. Journal of Engineering Education, 107(1), 113-139.
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
Cui, L., Rebello, N. S., & Bennett, A. G. (2006, February). College students’ transfer from calculus to physics. In AIP Conference Proceedings (Vol. 818, No. 1, pp. 37-40). American Institute of Physics.
Disessa, A. A., & Sherin, B. L. (1998). What changes in conceptual change?. International journal of science education, 20(10), 1155-1191.
Elby, A. (2001). Helping physics students learn how to learn. American Journal of Physics, 69(S1), S54-S64.
Feldman, G. (2011). Dramatic (and simple!) demonstration of Newton’s third law. The Physics Teacher, 49(2), 103-105.
Galili, I., & Hazan, A. (2000). Learners’ knowledge in optics: interpretation, structure and analysis. International Journal of Science Education, 22(1), 57-88.
Hake, R. R. (1999). Analyzing change/gain scores. Unpublished.[online] URL: http://www. physics. indiana. edu/~ sdi/AnalyzingChange-Gain. pdf.
Halliday, D., Resnick, R., & Walker, J. (2013). Fundamentals of physics. John Wiley & Sons.
Handayani, S., & Damari, A. (2009). Fisika 2: Untuk SMA/MA Kelas XI. PUSAT PERBUKUAN Departemen Pendidikan Nasional.
Hestenes, D., Wells, M., & Swackhamer, G. (1992). Force concept inventory. The physics teacher, 30(3), 141-158.
Kanginan, M. (2013). Fisika Untuk SMA/MA Kelas X (Physics for SMA/MA of Tenth Grade). Jakarta: Erlangga.
Kestin, G., Miller, K., McCarty, L. S., Callaghan, K., & Deslauriers, L. (2020). Comparing the effectiveness of online versus live lecture demonstrations. Physical Review Physics Education Research, 16(1), 013101.
Kneubil, F. B. (2016). Breaking Newton’s third law: electromagnetic instances. European Journal of Physics, 37(6), 065201.
Ling, S. J., Sanny, J., Moebs, W., Friedman, G., Druger, S. D., Kolakowska, A., ... & Podolak, K. (2016). University Physics Volume 1. Rice University.
Lobato, J. (2003). How design experiments can inform a rethinking of transfer and vice versa. Educational researcher, 32(1), 17-20.
Low, D., & Wilson, K. (2017). Weight, the normal force and Newton’s third law: Dislodging a deeply embedded misconception. Teaching Science, 63(2), 17.
Mansyur, J., Setiawan, A. & Liliasari, L. (2010). Model mental siswa, mahasiswa dan guru pada hukum III Newton dalam konteks problem solving: kasus gaya impuls. Prosiding Seminar Nasional Pendidikan, Bandar Lampung, 27 Februari 2010. Bandar Lampung: Universitas Lampung.
Mansyur, J., Darsikin, D., & Hidayat, S. (2014). Isomorphic test of Newton’s third law for investigating students’ scientific and representational consistency. Jurnal Materi dan Pembelajaran Fisika, 4(2).
Miller, K., Lasry, N., Chu, K., & Mazur, E. (2013). Role of physics lecture demonstrations in conceptual learning. Physical review special topics-physics education research, 9(2), 020113.
Nadelson, L. S., Heddy, B. C., Jones, S., Taasoobshirazi, G., & Johnson, M. (2018). Conceptual change in science teaching and learning: Introducing the dynamic model of conceptual change. International Journal of Educational Psychology, 7(2), 151-195.
Nieminen, P., Savinainen, A., & Viiri, J. (2010). Force concept inventory-based multiple-choice test for investigating students’ representational consistency. Physical Review Special Topics-Physics Education Research, 6(2), 020109.
Redish, E. F. (1994). Implications of cognitive studies for teaching physics. American Journal of Physics, 62(9), 796-803.
Savinainen, A., Mäkynen, A., Nieminen, P., & Viiri, J. (2012, June). An intervention using an Interaction Diagram for teaching Newton’s third law in upper secondary school. In Physics Alive. Proceedings of the GIREP-EPEC 2011 Conference (pp. 123-128).
Sharma, M. D., Johnston, I. D., Johnston, H., Varvell, K., Robertson, G., Hopkins, A., ... & Thornton, R. (2010). Use of interactive lecture demonstrations: A ten year study. Physical Review Special Topics-Physics Education Research, 6(2), 020119.
Smith, T. I., & Wittmann, M. C. (2008). Applying a resources framework to analysis of the Force and Motion Conceptual Evaluation. Physical Review Special Topics-Physics Education Research, 4(2), 020101.
Terry, C., & Jones, G. (1986). Alternative frameworks: Newton’s third law and conceptual change. European Journal of Science Education, 8(3), 291-298.
Thornton, R. K., & Sokoloff, D. R. (1998). Assessing student learning of Newton’s laws: The force and motion conceptual evaluation and the evaluation of active learning laboratory and lecture curricula. American Journal of Physics, 66(4), 338-352.
Tipler, P. A., & Mosca, G. (2007). Physics for scientists and engineers. Macmillan.
Zhou, S., Zhang, C., & Xiao, H. (2015). Students’ understanding on Newton’s third law in identifying the reaction force in gravity interactions. Eurasia Journal of Mathematics, Science & Technology Education, 11(3).
Zollman, D. (1994). Preparing future science teachers: the physics component of a new programme. Physics Education, 29(5), 271.
Refbacks
- There are currently no refbacks.