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Title of Journal: Sci Educ

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Abbravation: Science & Education

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Springer Netherlands

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DOI

10.1007/bf01407720

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1573-1901

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On the Concept of Force How Understanding its His

Authors: Ricardo Lopes Coelho
Publish Date: 2009/01/14
Volume: 19, Issue: 1, Pages: 91-
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Abstract

Some physicists have pointed out that we do not know what force is The most common definition of force in textbooks has been criticized for more than two centuries Many studies have shown that the concept of force is a problem for teaching How to conceive force on the basis of the concepts and criticism of force in the works of Newton Euler d’Alembert Lagrange Lazare Carnot SaintVenant Reech Kirchhoff Mach Hertz and Poincaré is the question of the present article This part of the article is followed by an overview of definitions of force in contemporary textbooks In the next part an answer to the question is given how to understand force within the framework of the laws of motion and in applications Finally some educational implications are considered

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Other Papers In This Journal:
  1. Seeking historical examples to illustrate key aspects of the nature of science
  2. Errors in Science and their Treatment in Teaching Science
  3. The Lens of Chemistry
  4. Understanding Students’ Reasoning: Argumentation Schemes as an Interpretation Method in Science Education
  5. A Critique of Science Education as Sociopolitical Action from the Perspective of Liberal Education
  6. John Hedley Brooke and Ronald L. Numbers (eds): Science and Religion Around the World
  7. Spanish Secondary-School Science Teachers’ Beliefs About Science-Technology-Society (STS) Issues
  8. Chemistry and Chemical Education Through Text and Image: Analysis of Twentieth Century Textbooks Used in Brazilian Context
  9. Matthew Cobb (2007): The Egg & Sperm Race: The Seventeenth - Century Scientists Who Unraveled the Secrets of Sex, Life, and Growth
  10. Teaching About the Epistemology of Science in Upper Secondary Schools: An Analysis of Teachers’ Classroom Talk
  11. Teaching and assessing the nature of science: An introduction
  12. Tacit Beginnings Towards a Model of Scientific Thinking
  13. James Franklin: What Science Knows and How it Knows it
  14. Introduction of the Thematic Issue on the Interplay of Physics and Mathematics
  15. The Evolution of Teaching Instruments and Their Use Between 1800 and 1930
  16. Explanatory Pluralism in the Life Sciences
  17. Barry J. Fraser, Kenneth G. Tobin and Campbell J. McRobbie (eds): Second International Handbook of Science Education
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