Electronic Resource
Springer
Research in science education
23 (1993), S. 95-103
ISSN:
1573-1898
Source:
Springer Online Journal Archives 1860-2000
Topics:
Natural Sciences in General
Notes:
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.
Type of Medium:
Electronic Resource
URL:
http://dx.doi.org/10.1007/BF02357049
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