THE PROBLEM-CONTEXT DEPENDENCE OF STUDENTS’ APPLICATION OF NEWTON’S ...

THE PROBLEM-CONTEXT DEPENDENCE OF STUDENTS' APPLICATION OF NEWTON'S SECOND LAW

By ALICIA R. ALLBAUGH

B. S., The Ohio State University, 1988

___________________________

A DISSERTATION Submitted in partial fulfillment of the

Requirements for the degree DOCTOR OF PHILOSOPHY

Department of Physics College of Arts and Sciences KANSAS STATE UNIVERSITY

Manhattan, Kansas 2003

Approved by:

Major Professor Dean A. Zollman

THE PROBLEM CONTEXT DEPENDENCY OF STUDENTS' APPLICATION OF NEWTON'S SECOND LAW

By ALICIA R. ALLBAUGH B. S., The Ohio State University, 1988

AN ABSTRACT OF A DISSERTATION Submitted in partial fulfillment of the Requirements for the degree DOCTOR OF PHILOSOPHY

Department of Physics College of Arts and Sciences KANSAS STATE UNIVERSITY

Manhattan, Kansas 2003

ABSTRACT

Previous research has indicated that improved knowledge organization allows experts to solve problems in a larger variety of contextual settings. In addition, it has been suggested that contextual appreciation is a form of learning ignored by much instruction. To that end, this study investigated students' understanding and application of Newton's Second Law (F=ma) in scenarios differing from those used in instruction of the concept. Instruction in these other contextual arenas, for example electrostatics, does not necessarily include Newton's laws explicitly. Instructors tacitly assumed that the student already has learned the concept fully from previous instruction on the topic.

The study used a qualitative design in a constructivist framework. Students were asked questions regarding that concept in a series of six interviews that spanned several topics in a two-semester, calculus-based introductory physics course. No student was consistent with respect to the application of Newton's Second Law throughout the entire course. However, student responses from these interviews fell into clear categories and themes emerged.

These categories revealed new contextually dependent misconceptions for Newton's second law. Additionally, student responses were clearly affected by the question contextual scenario for the following areas: Rotational Motion, Changing Mass Propulsion, Electric Charges, Electric and Magnetic Fields, Charge with Velocity.

TABLE OF CONTENTS

List of Figures

v

List of Tables

vi

Acknowledgements

viii

Dedication

ix

Chapter 1: Introduction

1

1.1

Newton's Second Law

2

1.2

Integration with Existing Research

2

1.3

Research Questions

4

1.4

Summary

5

Chapter 2: Review of Literature

6

2.1

Social Constructivism and Radical Constructivism

6

2.2

Mental Models

8

2.3

Conceptual Change

10

2.4

Context

11

2.4.1 Definitions for This Study

13

2.4.2 Mechanics

14

2.4.2.1 Misconceptions

15

2.4.2.1.1 Aristotelian Physics

16

2.4.2.1.2 Impetus Theory

17

2.4.2.2 Evaluative Instruments

17

i

2.4.2.3 Research Connecting Differing Mechanics Contexts

19

2.4.3 Rotation and Torque

20

2.4.4 Simple Harmonic Motion

21

2.4.5 Electromagnetism

21

2.4.5.1 Research Connecting Electromagnetism and Other Contexts

22

2.5

Summary

23

Chapter 3: Research Design

25

3.1

Qualitative Methods

25

3.1.1 Phenomenological Research Method

27

3.2

Interviews

29

3.2.1 Participant Selection

30

3.2.2 Participant Description

31

3.2.3 Timeline of Interviews

32

3.3

Interview Protocols

32

3.3.1 Conceptual Questions

33

3.3.2 Maintaining Focus

36

3.4

Data Acquisition and Quality

37

3.4.1 Participant Sample

37

3.4.2 Ethical Considerations

38

3.4.3 Possible Bias

39

3.5

Summary of Research Design

39

ii

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