Reports on a small-scale investigation of student understanding of moments of forces to provide some indication as to the nature of intuitive ideas in this area. Results of the investigation suggest three stumbling blocks in the conceptual understanding of moment of forces. (Author/ASK)

In using mobiles as a lesson in a high school sculpture class, two important factors, necessary for a successful project, were discussed. One was motion, the other the level of sophistication desired. Students developed complex concepts while learning to appreciate the construction of a mobile. (Author/RK)

The Division of Physical Education at North Texas State University includes a section relating art and movement as part of a required seminar. Students study the creative works of others, familiarize themselves with the use of tools, and then develop their own individual projects. (JMF)

This book aims to develop an understanding of basic physics concepts among school teachers in grades 3-8. The concepts covered in this book include force, motion, gravity, and circular motion without intimidating detailed units and formulas. Chapters include: (1) "Newton's First One"; (2) "In Which We Describe Motion and Then Change…

Reports various misconceptions of Newton's third law obtained from interviews and written tests of high school students. Suggests putting emphasis on the third law in physics teaching. Ten references are listed. (YP)

This article presents an approach to teaching "motion and inertia." The teaching strategy consists of four phases: (1) orientation; (2) eliciting children's ideas; (3) restructuring of ideas; and (4) improving and applying. Samples of students' ideas on the concept of mechanics are provided. Lists 11 references. (YP)

By studying many observations from recent research dealing with beginning physics students' conceptions about forces and motion, this investigation produced a framework within which this research can be organized. The framework summarizes the mechanisms of force invoked by students in particular situations, and it describes the features of…

Illustrated is the confusion over centrifugal force in sample problems, diagrams, formulas, and examples. Some recommendations to remedy the situation are suggested. (YP)

This paper analyzes the misconceptions high school students have about force and suggests that the misunderstanding of Newton's third law is the key to these misconceptions. Clinical interview and diagnostic test data (N=104) indicates that many students have a naive view of force as an acquired or innate property of single objects rather than…

Described are the results of interviews of students regarding the concepts of "forced" and "natural" motion. Aristolean-like beliefs have been found to persist in students even though these views differ from orthodox physics views. (KR)

Advocates the accuracy of the common belief that the possession of energy drives, gives potential for, or accounts for change. Argues that the term "free energy" or entropy represents the possibility of change. Recommends that educators reexamine their use of these terms to prevent common misconceptions about energy. (TW)

One area explored in the second (in-depth) phase of the Learning in Science Project was "children's science," defined as views of the world and the meanings for words that children have and bring with them to science lessons. The investigation reported focuses on students' thinking regarding their views on friction. Students (N=47) were…

Discussed is the idea that models should be taught by emphasizing limitations rather than focusing on their generality. Two examples of gas behavior models are included--the kinetic and static models. (KR)

Three purposes of this study were to: (1) propose some organizing theoretical and observational definitions of the anchor construct; (2) present some initial findings from a diagnostic test designed to uncover anchors for high school physics instruction; and (3) provoke an initial discussion of the new methodological issues that arise in this…

This booklet provides suggestions for student activities appropriate for introducing ideas about forces and their relationship to motion at the Form 1 to 4 level. The overall program is divided into five parts and is based on knowledge of views about force, friction, and gravity which children bring with them to science classrooms. An overview of…