Teachers' understandings and perceptions of Newton's third law of motion.

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dc.contributor.authorTaylor, Dale Lesley
dc.date.accessioned2019-04-16T13:23:16Z
dc.date.available2019-04-16T13:23:16Z
dc.date.issued1995
dc.descriptionA RESEARCH REPORT submitted to the School of Science Education in the Faculty of Science of the University of the Witwatersrand, Johannesburg. South Africa in partial fulfilment of the requirements for the degree of MASTER OF SCIENCEen_ZA
dc.description.abstractThe purpose of the research was to investigate South African teachers' understandings of Newton's third law of motion, and their perceptions regarding the teaching of it. The treatment of the law by South African, British and American textbooks was also examined. Teachers' ideas were investigated qualitatively by interviewing sixteen teachers and teachers-in-training. Alternative ideas found by other researchers were evident in some of the interviewees. and further alternative ideas were uncovered The research showed that the form in which a teacher stated the law correlated to their understanding of the law, Furthermore, experience in teaching the law can result in improvement in the understanding and/or teaching methods of a teacher. American textbooks contain the best presentation of the law; South African textbooks are adequate in their treatment. though containing errors. Recommendations have been made regarding teacher training. textbooks and education department policy.en_ZA
dc.description.librarianAndrew Chakane 2019en_ZA
dc.identifier.urihttps://hdl.handle.net/10539/26791
dc.language.isoenen_ZA
dc.subjectPhysics -- Study and teaching -- South Africa.en_ZA
dc.titleTeachers' understandings and perceptions of Newton's third law of motion.en_ZA
dc.typeThesisen_ZA
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