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dc.contributor.authorSavinainen, Antti
dc.contributor.authorMäkynen, Asko
dc.contributor.authorNieminen, Pasi
dc.contributor.authorViiri, Jouni
dc.date.accessioned2013-11-26T09:46:18Z
dc.date.available2013-11-26T09:46:18Z
dc.date.issued2013
dc.identifier.citationSavinainen, A., Mäkynen, A., Nieminen, P., & Viiri, J. (2013). Does using a visual-representation tool foster students’ ability to identify forces and construct free-body diagrams?. <i>Physical Review Special Topics - Physics Education Research</i>, <i>9</i>(1). <a href="https://doi.org/10.1103/PhysRevSTPER.9.010104" target="_blank">https://doi.org/10.1103/PhysRevSTPER.9.010104</a>
dc.identifier.otherCONVID_22364000
dc.identifier.otherTUTKAID_56019
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/42513
dc.description.abstractEarlier research has shown that after physics instruction, many students have difficulties with the force concept, and with constructing free-body diagrams (FBDs). It has been suggested that treating forces as interactions could help students to identify forces as well as to construct the correct FBDs. While there is evidence that identifying interactions helps students in quantitative problem solving, there is no previous research investigating the effect of a visual-representation tool—an interaction diagram (ID)—on students’ ability to identify forces, and to construct the correct FBDs.We present an empirical study conducted in 11 Finnish high schools on students (n ¼ 335, aged 16) taking their first, mandatory, introductory physics course. The study design involved groups of students having heavy, light, or no use of IDs. The heavy and light ID groups answered eight pairs of ID and FBD questions in various physical contexts and the no ID group answered two of the eight FBD questions. The results indicate that the heavy ID group outperformed both the light and the no ID groups in identifying forces and constructing the correct FBDs. The analysis of these data indicates that the use of IDs is especially beneficial in identifying forces when constructing FBDs.fi
dc.language.isoeng
dc.publisherAmerican Physical Society
dc.relation.ispartofseriesPhysical Review Special Topics - Physics Education Research
dc.relation.urihttp://link.aps.org/doi/10.1103/PhysRevSTPER.9.010104
dc.rightsCC BY 3.0
dc.subject.otherfysiikan opetuksen tutkimus
dc.subject.othervoiman käsite
dc.subject.othervuorovaikutuskaavio
dc.subject.otherPhysics education research
dc.subject.otherinteraction diagram
dc.titleDoes using a visual-representation tool foster students’ ability to identify forces and construct free-body diagrams?
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201311262644
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosDepartment of Teacher Educationen
dc.contributor.oppiaineMatematiikka ja luonnontieteetfi
dc.contributor.oppiaineMatematiikka ja luonnontieteeten
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.date.updated2013-11-26T04:30:15Z
dc.type.coarjournal article
dc.description.reviewstatuspeerReviewed
dc.relation.issn1554-9178
dc.relation.numberinseries1
dc.relation.volume9
dc.type.versionpublishedVersion
dc.rights.copyright© the Authors, 2013. Published by the American Physical Society.
dc.rights.accesslevelopenAccessfi
dc.subject.ysoNewtonin lait
dc.subject.ysovoima
jyx.subject.urihttp://www.yso.fi/onto/yso/p27914
jyx.subject.urihttp://www.yso.fi/onto/yso/p5039
dc.rights.urlhttps://creativecommons.org/licenses/by/3.0/
dc.relation.doi10.1103/PhysRevSTPER.9.010104


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