Understanding Newton's Third Law: A Study of Prospective Physics Teachers' Knowledge Structure
DOI:
https://doi.org/10.21009/1.10202Keywords:
understanding concepts, Newton's three laws, characteristics of knowledge structureAbstract
This research aims to explore the ability to understand concepts and the characteristics of the knowledge structure of prospective physics teachers regarding Newton's Third Law. This research was conducted on 26 Physics Education students in their first year who had received material on Newton's Laws. The instrument used is the Force Concept Inventory (FCI) test instrument. Using four multiple-choice questions accompanied by reasons, the quantitative data source comes from students' choice of answers. In contrast, the qualitative data source comes from students' reasons for choosing answers, which are used to see the characteristics of knowledge structures. The data analysis technique used is descriptive statistics to present a picture of the ability to understand concepts and the level of character of the knowledge structure of prospective teachers. The results show that the concept understanding ability of prospective physics teachers has an average of 67.31 and is classified as sufficient. The knowledge structure characteristics of prospective physics teachers at the expert level is 62.50%, the beginner level is 14.42%, and the intermediate level is 24.04%. These results show that the ability to understand the concept of Newton's Third Law and the characteristics of knowledge structures have a coherent influence. Prospective teachers with the characteristics of an expert knowledge structure can solve physics problems using correct physics principles. These findings require further research to explore the factors influencing understanding concepts and characteristics of prospective teachers' knowledge structures and more effective teaching strategies.
References
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Brown, D.E. (1989). Students’ concept of force: the importance of understanding Newton’s third law. Physics Education, 24(6), pp.353–358. doi:https://doi.org/10.1088/0031-9120/24/6/007.
Chen, C., Bao, L., Fritchman, J. C. and Ma, H. (2021). Causal reasoning in understanding Newton’s third law. Physical Review Physics Education Research, 17(1). doi:https://doi.org/10.1103/PhysRevPhysEducRes.17.010128.
Chen, Q., Zhu, G., Liu, Q., Han, J., Fu, Z. and Bao, L. (2020). Development of a multiple-choice problem-solving categorization test for assessment of student knowledge structure. Physical Review Physics Education Research, 16(2). doi:https://doi.org/10.1103/PhysRevPhysEducRes.16.020120.
Cornille, P. (1999). Review of the application of Newton’s third law in physics. Progress in Energy and Combustion Science, 25(2), pp.161–210. doi:https://doi.org/10.1016/s0360-1285(98)00019-7.
Docktor, J.L. and Mestre, J.P. (2014). Synthesis of discipline-based education research in physics. Physical Review Special Topics - Physics Education Research, 10(2). doi:https://doi.org/10.1103/physrevstper.10.020119.
Fratiwi, N. J., Samsudin, A., Ramalis, T. R., Saregar, A., Diani, R. and Ravanis, K. (2020). Developing MeMoRI on Newton's Laws: For Identifying Students' Mental Models. European Journal of Educational Research, 9(2), pp.699-708. doi:https://doi.org/10.12973/eu-jer.9.2.699.
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Lee, H.-S., Liu, O.L. and Linn, M.C. (2011). Validating Measurement of Knowledge Integration in Science Using Multiple-Choice and Explanation Items. Applied Measurement in Education, 24(2), pp.115–136. doi:https://doi.org/10.1080/08957347.2011.554604.
Low, J. Y., Balakrishnan, B. and Yaacob, M. I. H. (2023). Educational Game-based Design Training on Newton’s Laws for Physics Teachers: A Need Analysis for Module Development. Asian Journal of Education and Social Studies, 45(4), 9–19. doi:https://doi.org/10.9734/ajess/2023/v45i4988.
Malone, K.L. (2008). Correlations among knowledge structures, force concept inventory, and problem-solving behaviors. Physical Review Special Topics - Physics Education Research, 4(2). doi:https://doi.org/10.1103/physrevstper.4.020107.
Mutoharoh, M. and Diah, A. (2021). Evaluation of the use of the Moodle Platform for Fundamental Physics Lectures at University. JPPPF, 7(2), pp.169–176. doi:https://doi.org/10.21009/1.07209.
Nie, Y., Xiao, Y., Fritchman, J.C., Liu, Q., Han, J., Xiong, J. and Bao, L. (2019). Teaching towards knowledge integration in learning force and motion. International Journal of Science Education, 41(16), pp.2271–2295. doi:https://doi.org/10.1080/09500693.2019.1672905.
Reyza Arief Taqwa, M., Ibnu Shodiqin, M. and Zainuddin, A. (2020). Kesulitan Mahasiswa Dalam Memahami Konsep Gaya Dan Gerak. Lensa (Lentera Sains): Jurnal Pendidikan IPA, 10(1), pp.25–39. doi:https://doi.org/10.24929/lensa.v10i1.86.
Sharma, A. (2024). The genuine effects of the shape of the body in Newton’s Third Law of Motion lead to its generalization. Science talks, 10, pp.100334–100334. doi:https://doi.org/10.1016/j.sctalk.2024.100334.
Shishigu, A., Hailu, A. and Anibo, Z. (2017). Problem-Based Learning and Conceptual Understanding of College Female Students in Physics. Eurasia Journal of Mathematics, Science and Technology Education, 14(1). doi:https://doi.org/10.12973/ejmste/78035.
Smith, T.I. and Wittmann, M.C. (2007). Comparing three methods for teaching Newton’s third law. Physical Review Special Topics - Physics Education Research, 3(2). doi:https://doi.org/10.1103/physrevstper.3.020105.
Snyder, J.L. (2000). An investigation of the knowledge structures of experts, intermediates and novices in physics. International Journal of Science Education, 22(9), pp.979–992. doi:https://doi.org/10.1080/095006900416866.
Sornkhatha, P. and Srisawasdi, N. (2013). Supporting Conceptual Development in Newton’s Laws of Motion Using an Interactive Computer-simulated Laboratory Environment. Procedia - Social and Behavioral Sciences, 93, pp.2010–2014. doi:https://doi.org/10.1016/j.sbspro.2013.10.157.
Suwasono, P., Sutopo, S., Handayanto, S. K., Mufti, N., Sunaryono, S. and Taufiq, A. (2023). Alleviating Students’ Naive Theory on Newton’s Laws of Motion through Problem Optimization and Scaffolding Discussion. Education Research International, 2023. doi:https://doi.org/10.1155/2023/2283455.
Urey, M. (2018). Defining the Relationship between the Perceptions and the Misconceptions about Photosynthesis Topic of the Preservice Science Teachers. European Journal of Educational Research, 7(4). doi:https://doi.org/10.12973/eu-jer.7.4.813.
Wöhlke, C. and Höttecke, D. (2022). Teachers’ Professional Vision in Eeaching Physics–a Validation Study. International Journal of Science Education, 44(15), pp.2306-2329. doi:https://doi.org/10.1080/09500693.2022.2120372.
Bao, L. and Fritchman, J.C. (2021a). Development of a Conceptual Framework for Knowledge Integration in Learning Newton’s Third Law. arXiv (Cornell University). doi:https://doi.org/10.48550/arxiv.2104.05944.
Bao, L. and Fritchman, J.C. (2021b). Knowledge integration in student learning of Newton’s third law: Addressing the action-reaction language and the implied causality. Physical Review Physics Education Research, 17(2). doi:https://doi.org/10.1103/physrevphyseducres.17.020116.
Bao, L., Hogg, K. and Zollman, D. (2002). Model analysis of fine structures of student models: An example with Newton’s third law. American Journal of Physics, 70(7), pp.766–778. doi:https://doi.org/10.1119/1.1484152.
Brown, D.E. (1989). Students’ concept of force: the importance of understanding Newton’s third law. Physics Education, 24(6), pp.353–358. doi:https://doi.org/10.1088/0031-9120/24/6/007.
Chen, C., Bao, L., Fritchman, J. C. and Ma, H. (2021). Causal reasoning in understanding Newton’s third law. Physical Review Physics Education Research, 17(1). doi:https://doi.org/10.1103/PhysRevPhysEducRes.17.010128.
Chen, Q., Zhu, G., Liu, Q., Han, J., Fu, Z. and Bao, L. (2020). Development of a multiple-choice problem-solving categorization test for assessment of student knowledge structure. Physical Review Physics Education Research, 16(2). doi:https://doi.org/10.1103/PhysRevPhysEducRes.16.020120.
Cornille, P. (1999). Review of the application of Newton’s third law in physics. Progress in Energy and Combustion Science, 25(2), pp.161–210. doi:https://doi.org/10.1016/s0360-1285(98)00019-7.
Docktor, J.L. and Mestre, J.P. (2014). Synthesis of discipline-based education research in physics. Physical Review Special Topics - Physics Education Research, 10(2). doi:https://doi.org/10.1103/physrevstper.10.020119.
Fratiwi, N. J., Samsudin, A., Ramalis, T. R., Saregar, A., Diani, R. and Ravanis, K. (2020). Developing MeMoRI on Newton's Laws: For Identifying Students' Mental Models. European Journal of Educational Research, 9(2), pp.699-708. doi:https://doi.org/10.12973/eu-jer.9.2.699.
Gerace, W.J. (2001). Problem Solving and Conceptual Understanding. Proceedings of the 2001 Physics education research conference. doi:https://doi.org/10.1119/perc.2001.inv.005.
Hairan, A. M., Husin, A. H. Abdullah, N. (2019). Conceptual Understanding of Newtonian Mechanics among Afghan Students. European Journal of Physics Education, 10(1), 1–12. https://search.proquest.com/docview/2171448559?accountid=136549.
Irez, S., Han-Tosunoglu, C., Dogan, N., Cakmakci, G., Yalaki, Y. and Erdas-Kartal, E. (2018). Assessing teachers’ competencies in identifying aspects of nature of science in educational critical scenarios. Science Education International, 29(4), 274–283. doi:https://doi.org/10.33828/sei.v31.i4.10.
Kapanadze, M., Javakhishvili, N. and Dzagania, L. (2023). Investigating the relationship between students’ interest in physics and environmental attitudes in Georgia. Eurasia Journal of Mathematics, Science and Technology Education, 19(8), p.em2308. doi:https://doi.org/10.29333/ejmste/13429.
Kaufman, D. and Ireland, A. (2016). Enhancing Teacher Education with Simulations. TechTrends, 60, pp. 260-267. doi:https://doi.org/10.1007/s11528-016-0049-0.
Keane, T., Keane, W. F. and Blicblau, A. S. (2016). Beyond Traditional Literacy: Learning and Transformative Practices Using ICT. Education and Information Technologies, 21, pp.769-781. doi:https://doi.org/10.1007/s10639-014-9353-5.
Larkin, J., McDermott, J., Simon, D.P. and Simon, H.A. (1980). Expert and Novice Performance in Solving Physics Problems. Science, 208(4450), pp.1335–1342. doi:https://doi.org/10.1126/science.208.4450.1335.
Lee, H.-S., Liu, O.L. and Linn, M.C. (2011). Validating Measurement of Knowledge Integration in Science Using Multiple-Choice and Explanation Items. Applied Measurement in Education, 24(2), pp.115–136. doi:https://doi.org/10.1080/08957347.2011.554604.
Low, J. Y., Balakrishnan, B. and Yaacob, M. I. H. (2023). Educational Game-based Design Training on Newton’s Laws for Physics Teachers: A Need Analysis for Module Development. Asian Journal of Education and Social Studies, 45(4), 9–19. doi:https://doi.org/10.9734/ajess/2023/v45i4988.
Malone, K.L. (2008). Correlations among knowledge structures, force concept inventory, and problem-solving behaviors. Physical Review Special Topics - Physics Education Research, 4(2). doi:https://doi.org/10.1103/physrevstper.4.020107.
Mutoharoh, M. and Diah, A. (2021). Evaluation of the use of the Moodle Platform for Fundamental Physics Lectures at University. JPPPF, 7(2), pp.169–176. doi:https://doi.org/10.21009/1.07209.
Nie, Y., Xiao, Y., Fritchman, J.C., Liu, Q., Han, J., Xiong, J. and Bao, L. (2019). Teaching towards knowledge integration in learning force and motion. International Journal of Science Education, 41(16), pp.2271–2295. doi:https://doi.org/10.1080/09500693.2019.1672905.
Reyza Arief Taqwa, M., Ibnu Shodiqin, M. and Zainuddin, A. (2020). Kesulitan Mahasiswa Dalam Memahami Konsep Gaya Dan Gerak. Lensa (Lentera Sains): Jurnal Pendidikan IPA, 10(1), pp.25–39. doi:https://doi.org/10.24929/lensa.v10i1.86.
Sharma, A. (2024). The genuine effects of the shape of the body in Newton’s Third Law of Motion lead to its generalization. Science talks, 10, pp.100334–100334. doi:https://doi.org/10.1016/j.sctalk.2024.100334.
Shishigu, A., Hailu, A. and Anibo, Z. (2017). Problem-Based Learning and Conceptual Understanding of College Female Students in Physics. Eurasia Journal of Mathematics, Science and Technology Education, 14(1). doi:https://doi.org/10.12973/ejmste/78035.
Smith, T.I. and Wittmann, M.C. (2007). Comparing three methods for teaching Newton’s third law. Physical Review Special Topics - Physics Education Research, 3(2). doi:https://doi.org/10.1103/physrevstper.3.020105.
Snyder, J.L. (2000). An investigation of the knowledge structures of experts, intermediates and novices in physics. International Journal of Science Education, 22(9), pp.979–992. doi:https://doi.org/10.1080/095006900416866.
Sornkhatha, P. and Srisawasdi, N. (2013). Supporting Conceptual Development in Newton’s Laws of Motion Using an Interactive Computer-simulated Laboratory Environment. Procedia - Social and Behavioral Sciences, 93, pp.2010–2014. doi:https://doi.org/10.1016/j.sbspro.2013.10.157.
Suwasono, P., Sutopo, S., Handayanto, S. K., Mufti, N., Sunaryono, S. and Taufiq, A. (2023). Alleviating Students’ Naive Theory on Newton’s Laws of Motion through Problem Optimization and Scaffolding Discussion. Education Research International, 2023. doi:https://doi.org/10.1155/2023/2283455.
Urey, M. (2018). Defining the Relationship between the Perceptions and the Misconceptions about Photosynthesis Topic of the Preservice Science Teachers. European Journal of Educational Research, 7(4). doi:https://doi.org/10.12973/eu-jer.7.4.813.
Wöhlke, C. and Höttecke, D. (2022). Teachers’ Professional Vision in Eeaching Physics–a Validation Study. International Journal of Science Education, 44(15), pp.2306-2329. doi:https://doi.org/10.1080/09500693.2022.2120372.
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2024-08-14
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Pertiwi, W. A., Faizah, R., Kusumawati, A. D., Nadiyah, N., Budi, A. S., & Sukariasih, L. . (2024). Understanding Newton’s Third Law: A Study of Prospective Physics Teachers’ Knowledge Structure. Jurnal Penelitian & Pengembangan Pendidikan Fisika, 10(2), 219–228. https://doi.org/10.21009/1.10202
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Copyright (c) 2024 Wulan Anna Pertiwi, Revnika Faizah, Astrini Dewi Kusumawati, Nadiyah, Agus Setyo Budi, Luh Sukariasih
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