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

We present data from a between-student study on student response to questions on Newton’s third law given in two introductory calculus-based physics classes (Mechanics and Electromagnetism) at a large northeastern university. Construction of a response curve reveals subtle dynamics in student learni...

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Autores principales:	Eleanor C. Sayre, Scott V. Franklin, Stephanie Dymek, Jessica Clark, Yifei Sun
Formato:	article
Lenguaje:	EN
Publicado:	American Physical Society 2012
Materias:	Special aspects of education LC8-6691 Physics QC1-999
Acceso en línea:	https://doaj.org/article/4a2aa71f10da4c0abe6897711818a510
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spelling	oai:doaj.org-article:4a2aa71f10da4c0abe6897711818a5102021-12-02T11:51:43ZLearning, retention, and forgetting of Newton’s third law throughout university physics10.1103/PhysRevSTPER.8.0101161554-9178https://doaj.org/article/4a2aa71f10da4c0abe6897711818a5102012-04-01T00:00:00Zhttp://doi.org/10.1103/PhysRevSTPER.8.010116http://doi.org/10.1103/PhysRevSTPER.8.010116https://doaj.org/toc/1554-9178We present data from a between-student study on student response to questions on Newton’s third law given in two introductory calculus-based physics classes (Mechanics and Electromagnetism) at a large northeastern university. Construction of a response curve reveals subtle dynamics in student learning not capturable by pretesting and post-testing. We find a significant positive effect of instruction that diminishes by the end of the quarter. Two quarters later, a significant dip in correct response occurs when instruction changes from the vector quantities of electric forces and fields to the scalar quantity of electric potential. When instruction returns to vector topics, performance rebounds to initial values.Eleanor C. SayreScott V. FranklinStephanie DymekJessica ClarkYifei SunAmerican Physical SocietyarticleSpecial aspects of educationLC8-6691PhysicsQC1-999ENPhysical Review Special Topics. Physics Education Research, Vol 8, Iss 1, p 010116 (2012)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Physics QC1-999
spellingShingle	Special aspects of education LC8-6691 Physics QC1-999 Eleanor C. Sayre Scott V. Franklin Stephanie Dymek Jessica Clark Yifei Sun Learning, retention, and forgetting of Newton’s third law throughout university physics
description	We present data from a between-student study on student response to questions on Newton’s third law given in two introductory calculus-based physics classes (Mechanics and Electromagnetism) at a large northeastern university. Construction of a response curve reveals subtle dynamics in student learning not capturable by pretesting and post-testing. We find a significant positive effect of instruction that diminishes by the end of the quarter. Two quarters later, a significant dip in correct response occurs when instruction changes from the vector quantities of electric forces and fields to the scalar quantity of electric potential. When instruction returns to vector topics, performance rebounds to initial values.
format	article
author	Eleanor C. Sayre Scott V. Franklin Stephanie Dymek Jessica Clark Yifei Sun
author_facet	Eleanor C. Sayre Scott V. Franklin Stephanie Dymek Jessica Clark Yifei Sun
author_sort	Eleanor C. Sayre
title	Learning, retention, and forgetting of Newton’s third law throughout university physics
title_short	Learning, retention, and forgetting of Newton’s third law throughout university physics
title_full	Learning, retention, and forgetting of Newton’s third law throughout university physics
title_fullStr	Learning, retention, and forgetting of Newton’s third law throughout university physics
title_full_unstemmed	Learning, retention, and forgetting of Newton’s third law throughout university physics
title_sort	learning, retention, and forgetting of newton’s third law throughout university physics
publisher	American Physical Society
publishDate	2012
url	https://doaj.org/article/4a2aa71f10da4c0abe6897711818a510
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Learning, retention, and forgetting of Newton’s third law throughout university physics

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