A study of a group of elementary school students learning to control a computer-implemented Newtonian object reveals a surprisingly uniform and detailed collection of strategies, at the care of which is a robust "Aristotelian" expectation that things should move in the direction they are last pushed. A protocol of an undergraduate dealing with the same situation shows a large overlap with the set of strategies used by the elementary school children and thus a marked lack of influence of classroom physics training on this student's naive physics. The data from these two studies are pooled and elaborated into a "genetic task analysis" of how one might come to understand Newtonian dynamics as a more or less natural evolution from the naive state.


  • Education > General

Education Levels:

  • Grade 1
  • Grade 6
  • Grade 8
  • Grade 9


Alternative Conceptions,Aristotelian expectation,Education,NSDL,Education Foundations,oai:nsdl.org:2200/20061003063040472T,Undergraduate (Lower Division),Physics,Research Design & Methodology,Higher Education,Elementary School,NSDL_SetSpec_439869,Vocational/Professional Development Education,elementary school students,Physics Education Research,genetic task analysis,General Physics,Newtonian dynamics,Graduate/Professional,computer-implemented Newtonian object



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