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A Study of the Relationship between High School Students' Force Diagrams and Equation Representations in Problem Solving
Force Diagram;Newton's Third Law;Representation;Problem Solving
|Issue Date: ||2014-02-18T02:37:10Z
The purpose of this study was to explore the types of high school students' force diagram representations and their relationship with equations in problem solving, and analyze the reasons for high school students' not drawing force diagrams to solve problems correctly when they face Newton's third law computational problems. One hundred and sixty-three senior high school students were administered a written problem solving test. Interviews with 28 students from the 163 students were conducted to understand their thinking when they solved Newton's third law computational problems and the reason why they could not draw force diagrams to solve the problems correctly. The research tools included "the computational test of action and reaction force" and "the outline of the interview". The results of the study were as following: The students had misconceptions that the resultant force has a reaction force; most students could not draw appropriate force diagrams to solve problems correctly; the force diagrams in the test were different from those used by the students; the essential condition for the students to construct appropriate mathematical equations was the correct force diagram conceptualized by the students.
|Relation: ||科學教育學刊, 18(2): 155-175|
|Appears in Collections:||[物理學系] 期刊論文|
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