Conceptual change of the concept of FORCE

Growing up, children have a plethora of experiences that have to do with the concept of force. Even before they start talking and knowing the word “force” they have an intuitive understanding of the concept of push and pull. It doesn’t take long for a child to figure out that pushing their brother will result in him moving in the same direction. Babies realize from very early on that things fall down. (A common game among babies and parents is the “baby drops toy – parent picks up toy – repeat many times until parent loses patience”.) This environmental input of the force of gravity acting on an object, thus accelerating it towards the earth gets absorbed by the child’s awareness, and becomes second nature to the child. Most children will ask a parent about these phenomena. The parent then tries to explain these phenomena in terms of sophisticated words such as force, gravity, energy, power, and push / pull. The adult might go in depth or just quickly dismiss the inquiry, depending on the adult’s actual knowledge of the phenomenon, the parent’s interest in scientific principles, or even the time and place of the question. Based on these explanations, and the instances of hearing the words of force or gravity in context, children start to associate what force actually means in terms of their world around them. Their understanding however might not be in alignment with the physicist’s definition.

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Student misconceptions in physics – overview and how they are organized.

Some things are easier to learn than others. Piaget, one of the fathers of the constructivist movement, talked about two types of learning: assimilation and accommodation (Atherton, 2009). Assimilation and accommodation are the two complementary processes through which awareness of the outside world is internalized (Atherton, 2009). Continue reading “Student misconceptions in physics – overview and how they are organized.”