发表机构
School of Physical Sciences, The Open University; School of Physics and Astronomy, University of Edinburgh（开放大学物理科学学院; 爱丁堡大学物理与天文学院）
机构由 AI 辅助整理，请以论文原文为准。AI 中文总结
本研究通过分析六所大学674名学生对修改后的力概念 inventory 的作答，探究学生对两道汽车-卡车问题的回答反映的概念理解，发现学生混淆相关力的概念，部分正确回答掩盖错误概念。
AI 中文摘要
概念 inventory 被广泛用于物理教育研究，以揭示学生的错误概念并衡量教学的有效性。广泛使用的多项选择力概念 inventory 中有两道题目涉及一辆推动卡车的汽车，分别对应汽车加速时和达到匀速时的情况。我们通过分析学生对修改后的 inventory 的回答，验证“正确回答这些题目是因为对牛顿第三定律有良好概念理解”这一前提；该 inventory 随机向学生提供题目的多项选择或自由文本版本，之后还要求学生选择自己使用的物理原理。来自六所大学学生的674次作答结果显示，多项选择与自由文本版本的结果模式相似，也与其中一所大学过去五年的力概念 inventory 结果具有可比性，但与早期发表的力概念 inventory 数据存在显著差异。自由文本回答和原理选择子问题能比仅通过多项选择回答揭示更多关于概念理解的信息。对于加速系统（第15题），正确回答通常归因于牛顿第三定律，错误回答通常归因于牛顿第二定律。当速度恒定（第16题）时，约90%的回答是正确的，但其中相当一部分被归因于牛顿第一定律或叠加原理而非牛顿第三定律，尤其是在教学前阶段。我们得出结论，学生混淆了匀速运动的单个物体上的平衡力与两个物体之间正确的大小相等方向相反的相互作用对，第16题的正确回答可能掩盖了潜在的错误概念。
英文摘要
Concept inventories are widely used in Physics Education Research to uncover student misconceptions and measure the effectiveness of instruction. Two questions in the widely used multiple-choice Force Concept Inventory concern a car that is pushing a truck, as the car is accelerating and then when a steady speed has been reached. We investigate the premise that correct answering of these questions is because of good conceptual understanding of Newton's Third Law, by analyzing responses to a modified inventory that randomly offers students multiple-choice or free-text versions of the questions and follows these with questions in which students select the physical principle(s) they used. The results from 674 attempts from students at six universities show a similar pattern of results for multiple-choice and free-text versions, also comparable with Force Concept Inventory results from one of the universities in the preceding five years, but with marked differences relative to early published Force Concept Inventory data. Free-text responses and the law-selection sub-questions can reveal more about conceptual understanding than can be seen in multiple-choice responses alone. For the accelerating system (Question 15), correct responses are usually attributed to Newton's Third Law and incorrect responses are usually attributed to Newton's Second Law. When speed is constant (Question 16), around 90% of responses are correct, but a significant number of these are attributed to Newton's First Law or the Superposition Principle rather than Newton's Third Law, especially pre-instruction. We conclude that students are confusing balanced forces on a single object moving at constant speed with the correct equal-and-opposite interaction pair between two objects, and correct responses to Question 16 may be concealing an underlying misconception.
Comments23 pages, 10 figures
