Student teachers’ levels of understanding and model of understanding about Newton's laws of motion

Student teachers’ levels of understanding of Newton’s Laws of Motion showed significant weaknesses in fundamental knowledge, particularly in providing scientific explanations. This result is consistent with previous research (Atasoy and Akdeniz, 2007) focusing on student misconceptions about Newton’s Laws of Motion. This lack of understanding can be attributed to the inability of students to relate scientific knowledge with real life phenomena and experiences (Altınok et al., 2005; Akyaz et al., 2005; Devecioğlu and Akdeniz, 2006; Yağbasan and Gülçiçek, 2003). It suggests that the lack of real life examples in curricula experienced by students could be a significant factor contributing to their lack of understanding (Devecioğlu and Akdeniz, 2006; Gürses et al., 2003; Yüzbaşıoğlu and Atav, 2004).

This study also showed that student teachers developed alternative models of understanding about Newton’s Laws of Motion, with only a small number using scientifically acceptable models of understanding. This result supports Atasoy and Akdeniz (2007) conclusion that student teachers have a tendency to learn concepts and complete topics in a superficial and somewhat meaningless way.

Newton’s Laws of Motion have been included in primary, secondary and university curricula and play a fundamental role in explaining real life physical phenomena. The existence of alternative models to explain Newton’s Law of Motion is attributed to weaknesses in teaching processes. Consequently, such weaknesses will be perpetuated and therefore play an important role in preparing and implementing future teaching activities, and will adversely affect the learning of future generations of students.

Consequently, using instructional materials that employ cognitive activities that promote student thinking, discussing and interpreting (Atasoy, 2008; Çepni and Kurt, 2004; Dekkers and Thijs, 1998; Devecioğlu and Akdeniz, 2006; Eryılmaz, 2002) and providing concrete real life examples (Ayvacı and Devecioğlu, 2008; Driver and Bell, 1986; Legendre, 1997; Posner et al., 1982; Tobin and Gallagher, 1987; White and Gunstone, 1992; Yiğit et al., 2002) are recommended when teaching fundamental physics concepts and topics related to Newton’s Laws of Motion.