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Assessing student learning of Newton’s laws: The Force and Motion Conceptual Evaluation and the Evaluation of Active Learning Laboratory and Lecture Curricula
Abstract
In this paper, we describe the Force and Motion Conceptual Evaluation, a research-based, multiple-choice assessment of student conceptual understanding of Newton’s Laws of Motion. We discuss a subset of the questions in detail, and give evidence for their validity. As examples of the application of this test, we first present data which examine student learning of dynamics concepts in traditional introductory physics courses. Then we present results in courses where research-based active learning strategies are supported by the use of microcomputer-based (MBL) tools. These include (1) Tools for Scientific Thinking Motion and Force and RealTime Physics Mechanics laboratory curricula, and (2) microcomputer-based Interactive Lecture Demonstrations. In both cases, there is strong evidence, based on the test, of significantly improved conceptual learning.
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Hestenes, D., Wells, M., & Swackhamer, G. (1992) · The Physics Teacher · doi:10.1119/1.2343497 · Cited by 3,235
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Metadata
- Authors
- Thornton, R. K., & Sokoloff, D. R.
- Venue
- American Journal of Physics
- Published
- 1998-04-01
- Volume
- 66
- Issue
- 4
- Pages
- 338-352
- ISSN
- 0002-9505 (ISSN-L)
- 1943-2909
- OpenAlex
- W2018320119
- Cited by
- 799
- References
- 1
- FWCI
- 53.47
- Type
- journal article
- Language
- en
- Open access
- closed
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- Thornton, R. K., & Sokoloff, D. R. (1998). Assessing student learning of Newton’s laws: The Force and Motion Conceptual Evaluation and the Evaluation of Active Learning Laboratory and Lecture Curricula. American Journal of Physics. https://doi.org/10.1119/1.18863
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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