A six‐week noncalculus‐based introductory course was designed and taught with the intention of promoting students’ conceptual understanding of Newtonian mechanics. Primary emphasis was placed on (1) laboratories structured to induce Socratic dialogue; (2) lectures stressing a qualitative approach to problem solving, and contrasting Newtonian and students’ non‐Newtonian concepts of motion; (3) videotapes from The Mechanical Universe series. That the course was effective in promoting student crossover to the Newtonian world was suggested by student performance on pre‐ and post‐course mechanics exams.
This content is only available via PDF.
© 1987 American Association of Physics Teachers.
1987
American Association of Physics Teachers
AAPT members receive access to the American Journal of Physics and The Physics Teacher as a member benefit. To learn more about this member benefit and becoming an AAPT member, visit the Joining AAPT page.