The problem-context dependence of students' application of Newton's second law.

摘要

Previous research has indicated that improved knowledge organization allows experts to solve problems in a larger variety of contextual settings. In addition, it has been suggested that contextual appreciation is a form of learning ignored by much instruction. To that end, this study investigated students' understanding and application of Newton's Second Law (F = ma) in scenarios differing from those used in instruction of the concept. Instruction in these other contextual arenas, for example electrostatics, does not necessarily include Newton's laws explicitly. Instructors tacitly assumed that the student already has learned the concept fully from previous instruction on the topic.; The study used a qualitative design in a constructivist framework. Students were asked questions regarding that concept in a series of six interviews that spanned several topics in a two-semester, calculus-based introductory physics course. No student was consistent with respect to the application of Newton's Second Law throughout the entire course. However, student responses from these interviews fell into clear categories and themes emerged.; These categories revealed new contextually dependent misconceptions for Newton's second law. Additionally, student responses were clearly affected by the question contextual scenario for the following areas: Rotational Motion, Changing Mass Propulsion, Electric Charges, Electric and Magnetic Fields, Charge with Velocity.