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Comparing three methods for teaching Newton’s third law

Trevor I. Smith and 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

Using Math in Physics: 7.Telling the story

Edward F. Redish

The Physics Teacher 62 5 (2024)

Investigating the efficacy of attending to reflexive cognitive processes in the context of Newton’s second law

J. Caleb Speirs, Robyn Leuteritz, Thanh K. Lê, Rose Deng, and Shawn W. Ell

Phys. Rev. Phys. Educ. Res. 19 010108 (2023)

Measurement invariance across race and gender for the Force Concept Inventory

Alicen Morley, Jayson M. Nissen, and Ben Van Dusen

Phys. Rev. Phys. Educ. Res. 19 020102 (2023)

Effect of representation format on conceptual question performance and eye-tracking measures

Ana Susac, Maja Planinic, Andreja Bubic, Katarina Jelicic, and Marijan Palmovic

Phys. Rev. Phys. Educ. Res. 19 020114 (2023)

Visualizing depth of student conceptual understanding using subquestions and alluvial diagrams

Jun-ichiro Yasuda, Michael M. Hull, and Naohiro Mae

Phys. Rev. Phys. Educ. Res. 19 020121 (2023)

Alleviating Students’ Naive Theory on Newton’s Laws of Motion through Problem Optimization and Scaffolding Discussion

Purbo Suwasono, Sutopo Sutopo, Supriyono Koes Handayanto, Nandang Mufti, Sunaryono Sunaryono, Ahmad Taufiq, and Mehdi Nasri

Education Research International 2023 1 (2023)

Comparison of building understanding of students on newton’s laws with phenomenon-based ADI with assessment formative and ADI models

Parno, J Mufidah, and M Diantoro

J. Phys.: Conf. Ser. 1876 012032 (2021)

No title available

Fitria Nur Aini, Sutopo, and Agus Suyudi

Designing research-based instructional materials that leverage dual-process theories of reasoning: Insights from testing one specific, theory-driven intervention

Mila Kryjevskaia, MacKenzie R. Stetzer, Beth A. Lindsey, Alistair McInerny, Paula R. L. Heron, and Andrew Boudreaux

Phys. Rev. Phys. Educ. Res. 16 020140 (2020)

How curriculum developers’ cognitive theories influence curriculum development

Andrew Boudreaux and Andy Elby

Phys. Rev. Phys. Educ. Res. 16 020144 (2020)

No title available

Laura Rios, Benjamin Lutz, Eileen Rossman, Christina Yee, Dominic Trageser, Maggie Nevrly, Megan Philips, and Brian Self

Framing difficulties in quantum mechanics

Bahar Modir, John D. Thompson, and Eleanor C. Sayre

Phys. Rev. Phys. Educ. Res. 15 020146 (2019)

Probing student reasoning approaches through the lens of dual-process theories: A case study in buoyancy

Cody R. Gette, Mila Kryjevskaia, MacKenzie R. Stetzer, and Paula R. L. Heron

Phys. Rev. Phys. Educ. Res. 14 010113 (2018)

Postsecondary physics curricula and Universal Design for Learning: Planning for diverse learners

Erin Scanlon, Jillian Schreffler, Westley James, Eleazar Vasquez, and Jacquelyn J. Chini

Phys. Rev. Phys. Educ. Res. 14 020101 (2018)

Applying model analysis to a resource-based analysis of the Force and Motion Conceptual Evaluation

Trevor I. Smith, Michael C. Wittmann, and Tom Carter

Phys. Rev. ST Phys. Educ. Res. 10 020102 (2014)

Answer first: Applying the heuristic-analytic theory of reasoning to examine student intuitive thinking in the context of physics

Mila Kryjevskaia, MacKenzie R. Stetzer, and Nathaniel Grosz

Phys. Rev. ST Phys. Educ. Res. 10 020109 (2014)

Synthesis of discipline-based education research in physics

Jennifer L. Docktor and José P. Mestre

Phys. Rev. ST Phys. Educ. Res. 10 020119 (2014)

NEXUS/Physics: An interdisciplinary repurposing of physics for biologists

E. F. Redish, C. Bauer, K. L. Carleton, T. J. Cooke, M. Cooper, C. H. Crouch, B. W. Dreyfus, B. D. Geller, J. Giannini, J. S. Gouvea, M. W. Klymkowsky, W. Losert, K. Moore, J. Presson, V. Sawtelle, K. V. Thompson, C. Turpen, and R. K. P. Zia

American Journal of Physics 82 368 (2014)

Taking an Item‐Level Approach to Measuring Change With the Force and Motion Conceptual Evaluation: An Application of Item Response Theory

Robert M. Talbot

School Sci & Mathematics 113 356 (2013)

Transitions in students’ epistemic framing along two axes

Paul W. Irving, Mathew Sandy Martinuk, and Eleanor C. Sayre

Phys. Rev. ST Phys. Educ. Res. 9 010111 (2013)

Learning, retention, and forgetting of Newton’s third law throughout university physics

Eleanor C. Sayre, Scott V. Franklin, Stephanie Dymek, Jessica Clark, and Yifei Sun

Phys. Rev. ST Phys. Educ. Res. 8 010116 (2012)

USING A STATE TEACHER CERTIFICATION TEST TO ASSESS AN INQUIRY-BASED SCIENCE EDUCATION PROGRAM

Charlotte A. Otto, Susan A. Everett, Richard H. Moyer, and Paul W. Zitzewitz

Int J of Sci and Math Educ 10 531 (2012)

Applying a resources framework to analysis of the Force and Motion Conceptual Evaluation

Trevor I. Smith and Michael C. Wittmann

Phys. Rev. ST Phys. Educ. Res. 4 020101 (2008)

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