Teachers' Beliefs about the Role of Interaction in Teaching Newtonian Mechanics and Its Influence on Students' Conceptual Understanding of Newton's Third Law

Autor/inn/en	Jauhiainen, Johanna; Koponen, Ismo T.; Lavonen, Jari
Titel	Teachers' Beliefs about the Role of Interaction in Teaching Newtonian Mechanics and Its Influence on Students' Conceptual Understanding of Newton's Third Law
Quelle	In: Science Education International, 17 (2006) 3, S.149-160 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1450-104X
Schlagwörter	Scientific Principles; Concept Formation; Scientific Concepts; Interaction; Mechanics (Physics); Interviews; Teacher Attitudes; Science Teachers; Pedagogical Content Knowledge; Knowledge Base for Teaching; Foreign Countries; Secondary School Teachers; Secondary School Science; Qualitative Research; Coding; Multiple Choice Tests; Secondary School Students; Influences; Finland + Suchen Sie Ihr Suchwort? Concept learning; Begriffsbildung; Interaktion; Mechanik; Interviewing; Interviewtechnik; Lehrerverhalten; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Pädagogische Kompetenz; Teaching theory; Theory of teaching; Unterrichtstheorie; Ausland; Qualitative Forschung; Codierung; Programmierung; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Sekundarschüler; Influence; Einfluss; Einflussfaktor; Finnland
Abstract	Students' conceptual understanding of Newton's third law has been the subject of numerous studies. These studies have often pointed out the importance of addressing the concept of interaction in teaching Newtonian mechanics. In this study, teachers were interviewed in order to examine how they understand interaction and use it in their instruction. The results show that teachers have a wide variety of beliefs about interaction. Moreover, by using the Force Concept Inventory test the understanding of Newton's third law by the teachers' students was tested. According to the results, the explicit use of interaction as a guiding principle in mechanics instruction helps students understand Newton's third law. (As Provided).
Anmerkungen	International Council of Associations for Science Education. Dokuz Eylul University Faculty of Education, Buca, Izmir 35150, Turkey. Tel: +90-532-4267927; Fax: +90-232-4204895; Web site: http://icaseonline.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01