期刊名称：Eurasia Journal of Mathematics, Science & Technology Education
印刷版ISSN：1305-8223
电子版ISSN：1305-8223
出版年度：2015
卷号：11
期号：3
页码：589-599
DOI：10.12973/eurasia.2015.1337a
出版社：Pamukkale Univ Dept Sci Education
摘要：In the past three decades, previous researches showed that students had various misconceptions of Newton’s Third Law. The present study focused on students’ difficulties in identifying the third-law force pair in gravity interaction situations. An instrument involving contexts with gravity and non-gravity associated interactions was designed and conducted among students in junior secondary school, senior high school and university. The finding revealed that students in all grades did statistically worse in gravity interaction contexts and had general difficulties in distinguishing interaction forces and balanced forces. However, students improved their reasoning on third-law force pair with the increase of grade level irrespective of contexts. Special difficulties for junior secondary school students in understanding gravity interaction were also addressed. It is important to emphasize that the educational contexts of gravity interactions should be paid more attention to.
关键词：Balanced forces; Gravity interaction; Interaction forces; Misconceptions; Newton’s third law.
