A study of force concepts in tertiary level students

This paper reports on the application of a constructivist-based teaching strategy with a small group of first-year physics students. Data collection and analysis procedures are discussed, and the responses of three students to three situations involving force concepts are presented. A number of issues relevant to conceptual change teaching strategies are identified. In addition to an emphasis on alternative conceptions, issues identified that require consideration when developing teaching strategies for conceptual change include an emphasis on understanding physics terminology, the development of a supportive learning environment and the use of a wide range of problem contexts. Specializations: physics education, alternative conceptions, conceptual change.