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http://dx.doi.org/10.14697/jkase.2016.36.6.0851

Pre-Service Elementary Teachers' Views on 'Action and Reaction': Focused on their Understandings and Typically-Perceived-Situations (TPS)  

Joung, Yong Jae (Gongju National University of Education)
Publication Information
Journal of The Korean Association For Science Education / v.36, no.6, 2016 , pp. 851-866 More about this Journal
Abstract
The purpose of this study is to investigate pre-service elementary teachers' views of the law of action-reaction by examining their degrees of understanding and Typically-Perceived-Situations (TPS). Data were collected from 177 Grade 3 pre-service elementary teachers. The results of analyzing these data show: First, the participants did not sufficiently understand about the law of action-reaction, and their degrees of understanding were different depending on the situation provided in the questionnaire. Second, in relation to the TPSs of the law of action-reaction, the participants thought of irrelevant situations to the law of action-reaction such as "a situation generated by inertia" as well as commonly relevant ones such as "a person pushing a wall", and had somewhat biased TPSs in terms of 'action type' and 'result motion type' of action-reaction. Finally, several suggestions on the science education for promotion of understanding about the law of action-reaction were given.
Keywords
action-reaction; Newton's third law; force; Typically-Perceived-Situation (TPS); pre-service elementary teachers;
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