3, 2, 1 ... Discovering Newton's Laws

Autor/inn/en	Lutz, Joe; Sylvester, Kevin; Oliver, Keith; Herrington, Deborah
Titel	3, 2, 1 ... Discovering Newton's Laws
Quelle	In: Physics Teacher, 55 (2017) 3, S.149-151 (3 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-921X
Schlagwörter	Scientific Concepts; Scientific Principles; Physics; Concept Teaching; Science Activities; Teaching Methods; Instructional Innovation; Michigan + Suchen Sie Ihr Suchwort? Physik; Teaching method; Lehrmethode; Unterrichtsmethode; Educational Innovation; Bildungsinnovation
Abstract	"For every action there is an equal and opposite reaction." "Except when a bug hits your car window, the car must exert more force on the bug because Newton's laws only apply in the physics classroom, right?" Students in our classrooms were able to pick out definitions as well as examples of Newton's three laws; they could recite the laws and even solve for force, mass, and acceleration. However, when given "real world" questions, they would quickly revert to naive explanations. This frustration led to an examination of our approach to teaching Newton's laws. Like many, we taught Newton's laws in their numerical order--first, second, and then third. Students read about the laws, copied definitions, and became proficient with vocabulary before they applied the laws in a lab setting. This paper discusses how we transformed our teaching of Newton's laws by flipping the order (3, 2, 1) and putting the activity before concept, as well as how these changes affected student outcomes. (As Provided).
Anmerkungen	American Association of Physics Teachers. One Physics Ellipse, College Park, MD 20740. Tel: 301-209-3300; Fax: 301-209-0845; e-mail: pubs@aapt.org; Web site: http://scitation.aip.org/tpt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01