NDLI: The Effect of Using a Visual Representation Tool in a Teaching-Learning Sequence for Teaching Newton’s Third Law

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Research in Science Education : Volume 47

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Comparing Two Inquiry Professional Development Interventions in Science on Primary Students’ Questioning and Other Inquiry Behaviours

Initial Characterization of Colombian High School Physics Teachers’ Pedagogical Content Knowledge on Electric Fields

Bringing CASE in from the Cold: the Teaching and Learning of Thinking

Teaching for Scientific Literacy? An Examination of Instructional Practices in Secondary Schools in Barbados

Enhancing Decision-Making in STSE Education by Inducing Reflection and Self-Regulated Learning

The Effect of Using a Visual Representation Tool in a Teaching-Learning Sequence for Teaching Newton’s Third Law

Supporting Students’ Learning and Socioscientific Reasoning About Climate Change—the Effect of Computer-Based Concept Mapping Scaffolds

Pedagogical Reflections by Secondary Science Teachers at Different NOS Implementation Levels

Social Categorization on Perception Bias in the Practice of Microteaching

Sociocultural Variables That Impact High School Students’ Perceptions of Native Fauna: a Study on the Species Component of the Biodiversity Concept

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The Effect of Using a Visual Representation Tool in a Teaching-Learning Sequence for Teaching Newton’s Third Law

Content Provider	Springer Nature Link
Author	Savinainen, Antti Mäkynen, Asko Nieminen, Pasi Viiri, Jouni
Copyright Year	2015
Abstract	This paper presents a research-based teaching-learning sequence (TLS) that focuses on the notion of interaction in teaching Newton’s third law (N3 law) which is, as earlier studies have shown, a challenging topic for students to learn. The TLS made systematic use of a visual representation tool—an interaction diagram (ID)—highlighting interactions between objects and addressing the learning demand related to N3 law. This approach had been successful in enhancing students’ understanding of N3 law in pilot studies conducted by teacher-researchers. However, it was unclear whether teachers, who have neither been involved with the research nor received intensive tutoring, could replicate the positive results in ordinary school settings. To address this question, we present an empirical study conducted in 10 Finnish upper secondary schools with students (n = 261, aged 16) taking their mandatory physics course. The study design involved three groups: the heavy ID group (the TLS with seven to eight exercises on IDs), the light ID group (two to three exercises on IDs) and the no ID group (no exercises on IDs). The heavy and light ID groups answered eight ID questions, and all the students answered four questions on N3 law after teaching the force concept. The findings clearly suggest that systematic use of the IDs in teaching the force concept significantly fostered students’ understanding of N3 law even with teachers who have no intensive tutoring or research background.
Starting Page	119
Ending Page	135
Page Count	17
File Format	PDF
ISSN	0157244X
Journal	Research in Science Education
Volume Number	47
Issue Number	1
e-ISSN	15731898
Language	English
Publisher	Springer Netherlands
Publisher Date	2015-09-07
Publisher Place	Dordrecht
Access Restriction	One Nation One Subscription (ONOS)
Subject Keyword	Physics education school Conceptual understanding Teaching-learning sequence Force concept Science Education Education
Content Type	Text
Resource Type	Article
Subject	Education

Sl.	Authority	Responsibilities	Communication Details
1	Ministry of Education (GoI), Department of Higher Education	Sanctioning Authority	https://www.education.gov.in/ict-initiatives
2	Indian Institute of Technology Kharagpur	Host Institute of the Project: The host institute of the project is responsible for providing infrastructure support and hosting the project	https://www.iitkgp.ac.in
3	National Digital Library of India Office, Indian Institute of Technology Kharagpur	The administrative and infrastructural headquarters of the project	Dr. B. Sutradhar bsutra@ndl.gov.in
4	Project PI / Joint PI	Principal Investigator and Joint Principal Investigators of the project	Dr. B. Sutradhar bsutra@ndl.gov.in Prof. Saswat Chakrabarti will be added soon
5	Website/Portal (Helpdesk)	Queries regarding NDLI and its services	support@ndl.gov.in
6	Contents and Copyright Issues	Queries related to content curation and copyright issues	content@ndl.gov.in
7	National Digital Library of India Club (NDLI Club)	Queries related to NDLI Club formation, support, user awareness program, seminar/symposium, collaboration, social media, promotion, and outreach	clubsupport@ndl.gov.in
8	Digital Preservation Centre (DPC)	Assistance with digitizing and archiving copyright-free printed books	dpc@ndl.gov.in
9	IDR Setup or Support	Queries related to establishment and support of Institutional Digital Repository (IDR) and IDR workshops	idr@ndl.gov.in

The Force Concept Inventory as a Measure of Students Conceptual Coherence

DEDUCTIVE REASONING TO TEACH NEWTON’S LAW OF MOTION

The Effect of Naïve Ideas on Students’ Reasoning About Electricity and Magnetism

VALIDATING PROPOSED LEARNING PROGRESSIONS ON FORCE AND MOTION USING THE FORCE CONCEPT INVENTORY: FINDINGS FROM SINGAPORE SECONDARY SCHOOLS

Introducing the Concept of Convergence of a Sequence in Secondary School

Explaining Newton’s laws of motion: using student reasoning through representations to develop conceptual understanding

Using Photographs to Probe Students’ Understanding of Physical Concepts: The Case of Newton’s 3rd Law

Promoting formative assessment in high school teaching of Physics (2012)

GENDER DIFFERENCES IN LEARNING OF THE CONCEPT OF FORCE, REPRESENTATIONAL CONSISTENCY, AND SCIENTIFIC REASONING

The Effect of Using a Visual Representation Tool in a Teaching-Learning Sequence for Teaching Newton’s Third Law

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The Force Concept Inventory as a Measure of Students Conceptual Coherence

DEDUCTIVE REASONING TO TEACH NEWTON’S LAW OF MOTION

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VALIDATING PROPOSED LEARNING PROGRESSIONS ON FORCE AND MOTION USING THE FORCE CONCEPT INVENTORY: FINDINGS FROM SINGAPORE SECONDARY SCHOOLS

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The Effect of Using a Visual Representation Tool in a Teaching-Learning Sequence for Teaching Newton’s Third Law