As a follow‐up to a study comparing learning of Newton’s Third Law when using three different forms of tutorial instruction, we have compared student learning of Newton’s Second Law (NSL) when students use the Tutorials in Introductory Physics, Activity‐Based Tutorials, or Open Source Tutorials. We split an algebra‐based, life sciences physics course in 3 groups and measured students’ pre‐ and post‐instruction scores on the Force and Motion Conceptual Evaluation (FMCE). We look at only the NSL‐related clusters of questions on the FMCE to compare students’ performance and normalized gains. Students entering the course are not significantly different, and students using the Tutorials in Introductory Physics show the largest normalized gains in answering question on the FMCE correctly. These gains are significant in only one cluster of questions, the Force Sled cluster.
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5 November 2009
2009 PHYSICS EDUCATION RESEARCH CONFERENCE
29–30 July 2009
Ann Arbor (MI)
Research Article|
November 05 2009
Comparing Three Methods for Teaching Newton’s Second Law
Michael C. Wittmann;
Michael C. Wittmann
Department of Physics and Astronomy; College of Education and Human Development; Center for Science and Mathematics Education Research; University of Maine, Orono, Maine 04469, USA
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Mindi Kvaal Anderson;
Mindi Kvaal Anderson
Department of Physics and Astronomy; College of Education and Human Development; Center for Science and Mathematics Education Research; University of Maine, Orono, Maine 04469, USA
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Trevor I. Smith
Trevor I. Smith
Department of Physics and Astronomy; College of Education and Human Development; Center for Science and Mathematics Education Research; University of Maine, Orono, Maine 04469, USA
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AIP Conf. Proc. 1179, 301–304 (2009)
Citation
Michael C. Wittmann, Mindi Kvaal Anderson, Trevor I. Smith; Comparing Three Methods for Teaching Newton’s Second Law. AIP Conf. Proc. 5 November 2009; 1179 (1): 301–304. https://doi.org/10.1063/1.3266742
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