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In this project we have examined changes in conceptions about motion held by 4th, 6th, and 8th grade students. Instructional materials used were adapted from materials developed by the Tools for Scientific Thinking Project that make use of equipment and software originally developed in the Microcomputer-based Laboratory Project, with which students generate real-time graphs of their own motions. Prior to approximately 20 hours of instruction we asked the students to carefully describe several demonstrated accelerated motions. The majority of their descriptions were of the direction of motion only or at best "snapshot" descriptions of the motion. When asked after the instruction, the students tended to give more descriptions of these motions as continuously changing. The 4th and 6th grade students gave similar pre-instructional descriptions of the motion, yet the 4th grade students did not exhibit the degree of change in descriptions that the older students did. This suggests that with these materials or refinements of them 6th grade students and older could be expected to develop the desired changes in ideas about motion to support the development of Newtonian ideas about forces, but possibly not students younger than the 6th grade.

Conceptual development about motion and force in elementary and middle school students