Abstract
Many studies have shown that Newton's Third Law of Motion is not easy for students to accept when they consider the interaction of two objects. A number of prominent science educators believe that it should not be taught to students before Year 11. This paper reports the results of a study of the historical origins of Newton's Third Law with a view to identifying the context from which it emerged in the 17th century and the conceptual changes which accompanied its emergence. Some of the possible implications of a study such as this for improving the teaching of introductory mechanics are discussed.
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Specializations: physics education, concept development, history and philosophy of science in science teaching.
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Gauld, C. The historical context of Newton's Third Law and the teaching of mechanics. Research in Science Education 23, 95–103 (1993). https://doi.org/10.1007/BF02357049
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DOI: https://doi.org/10.1007/BF02357049