Journal Article Detail Page
written by John J. Clement
Data from written tests and videotaped problem-solving interviews show that many physics students have a stable, alternative view of the relationship between force and acceleration. This ''conceptual primitive'' is misunderstood at the qualitative level in addition to any difficulties that might occur with mathematical formulation. The misconception is highly resistant to change and is remarkably similar to one discussed by Galileo, as shown by comparison of his writings with transcripts from student interviews. The source of this qualitative misunderstanding can be traced to a deep-seated preconception that makes a full understanding of Newton's first and second laws very difficult. In such cases learning becomes a process in which new concepts must displace or be remolded from stable concepts that the student has constructed over many years.
American Journal of Physics: Volume 50, Issue 1, Pages 66-71
ComPADRE is beta testing Citation Styles!
Disclaimer: ComPADRE offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure. Please refer to the style manuals in the Citation Source Information area for clarifications.
Citation Source Information
The AJP/PRST-PER presented is based on the AIP Style with the addition of journal article titles and conference proceeding article titles.
The APA Style presented is based on information from APA Style.org: Electronic References.
The Chicago Style presented is based on information from Examples of Chicago-Style Documentation.
The MLA Style presented is based on information from the MLA FAQ.