Investigating the impacts on non-Newtonian conceptions of Physics undergraduates and graduates in relation to the concepts of Force and Motion

Abstract: Practices that are considered traditional and poorly contribute to students’ learning persist in the teaching of Physics. Thus, this article aimed at understanding the non-Newtonian conceptions of undergraduates and graduates in a Physics Degree course in relation to the concepts of Force and Motion, in addition to analyzing possible influences on these conceptions when students were exposed to a Computational Simulation and a textbook, applied under the same conditions (freely and for a short period of time). This is a quantitative study with a quasi-experimental design, with a control group and an experimental one. In both groups, a reduced version of the Force Concept Inventory (FCI) was applied in the construction of the data, both in the pre-test and in the post-test. In addition to the analysis of conceptions, the normalized learning gain and the effect size were used. The results indicate that, on average, the proposed treatments did not significantly influence the students' conceptions.

摘要：在物理学教学领域，一些被归为传统教学模式但对学生学习贡献微薄的教学实践依然长期存在。据此，本文旨在探究物理学专业本科生与研究生在力与运动概念上所持有的非牛顿物理观念，同时分析学生在相同条件下（自由使用、时长较短）接触计算仿真与教科书后，这些观念可能受到的影响。本研究为采用准实验设计的定量研究，设置了对照组与实验组。两组的前测与后测数据均通过简化版力概念量表（Force Concept Inventory，FCI）采集得到。除对学生物理观念进行分析外，本研究还采用了标准化学习增益与效应量作为分析指标。研究结果表明，平均而言，本次研究所采用的教学干预并未对学生的物理观念产生显著影响。