Middle school physics teachers’ content knowledge of acceleration
Published: 2018
Publication Name: 2017 Physics Education Research Conference Proceedings
Publication URL: https://doi.org/10.1119/perc.2017.pr.091
Abstract:
In the “speed model” of accelerated motion, the terms “speeding up” and “slowing down” are equated with positive and negative acceleration, respectively. As part of the Maine Physical Sciences Partnership, we have investigated middle school physical science teachers’ understanding of accelerated motion in the context of using vectors as a pictorial tool for kinematics and found a high prevalence of the speed model. Through surveys, interviews, and observation of professional development activities, we have found that the teachers consistently use the correct mathematical tools to talk about displacements and velocities, and correctly use vectors to represent displacements, velocities and accelerations. However, when interpreting the acceleration of an object, teachers often use the speed model, which contradicts their other work. We discuss this result and present two conjectures about its possible origin.
Tabachnick, E., Colesworthy, P., & Wittmann, M. (2018). Middle school physics teachers’ content knowledge of acceleration. In L. Ding, A. Traxler & Y. Cao (Eds.), 2017 Physics Education Research Conference Proceedings (pp. 384–387). Cincinnati, Ohio: American Association of Physics Teachers. https://doi.org/10.1119/perc.2017.pr.091