Open AccessQuebec children and elementary pre-service teacher’s conceptions of force and motion
Author(s) -
Abdeljalil Métioui,
Louis Trudel
Publication year - 2019
Publication title -
journal of physics. conference series
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.21
H-Index - 85
eISSN - 1742-6596
pISSN - 1742-6588
DOI - 10.1088/1742-6596/1286/1/012041
Subject(s) - motion (physics) , object (grammar) , rest (music) , mathematics education , service (business) , dynamics (music) , epistemology , sociology , psychology , pedagogy , physics , computer science , classical mechanics , philosophy , artificial intelligence , acoustics , economy , economics
The analysis of the data of the paper questionnaire that we distributed to fifty-eight (58) children and 85 pre-service teachers of elementary education from Quebec in Canada demonstrates that most of their conceptions of force and motion are incompatible with established scientific theory. They look like those developed in the setting of the pre-Newtonians Physics such as the Aristotelian view and the 14th-century Impetus theory by Buridan. Most of the misconceptions identified are: the movement requires the continuous application of force; in the absence of a force, the objects are to be at rest; if an object is not moving, there is no force acting on it. The results were analyzed in the light of previous research on students’ conceptions of motion and force.