An Investigation of Some English Primary School Teachers' Understanding of the Concepts Force and Gravity
Bibliographic Data
| ID | 11159403 |
|---|---|
| Authors | C J Kruger, Colin Kruger (University of Oxford), Mike Summers (University of Oxford, corresponding author), M K Summers, D J Palacio, David Palacio (Westminster College - Pennsylvania) |
| Year | 1990 |
| Volume | 16 |
| Issue | 4 |
| Pages | 383-397 |
| Publication date | 1990-09-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Educational Research Journal (JOURNAL) |
| Journal identifiers | ISSN: 0141-1926 • E-ISSN: 1469-3518 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1080/0141192900160406 |
| OpenAlex | W1996853802 |
| Language | EN |
| Citations received | 6 |
| References cited | 15 |
In light of an increased role for conceptual understanding of science in English primary schools, the research reported here investigated the views of force and gravity held by 20 primary teachers, using the ‘interview about instances’ technique. Results are reported in sections dealing with definitions of force; gravity and weight; views of friction; combinations of forces and the concept of a resultant force; reaction forces; force and motion; and finally, the teachers' use of scientific language. Nearly all of the teachers had views of these concepts that were not in accord with generally accepted scientific interpretations—most held views similar to those of children reported by other researchers. Some implications of the findings are discussed
Classical mechanics · Concept learning · Epistemology · Mathematics education · Motion (physics) · Pedagogy · Physics · Primary (astronomy) · Sociology · Animal and Plant Science Education · Psychology · Science Education and Pedagogy · Science Education and Perceptions
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| Citations per year | 0.18 |
|---|---|
| Citation span | 1993 - 2024 (32) |
| Highly cited | No |