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：物理学教学中，长期沿用着被视为传统且对学生学习增益有限的教学实践。有鉴于此，本文旨在探究某物理学专业本科及研究生群体在力与运动概念上的非牛顿式认知，并分析当学生在相同条件下（自由使用且时长较短）接触计算模拟（Computational Simulation）与教科书时，其认知可能受到的影响。本研究为采用准实验设计的定量研究，设置对照组与实验组。两组均在前测与后测阶段使用简化版力概念问卷（Force Concept Inventory，FCI）收集数据。除认知分析外，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，整体而言，本次研究所采用的干预手段并未对学生的认知产生显著影响。