2016 Volume 57 Issue 2 Pages 103-114
In this study, we examined the effectiveness of a guidance method for the law of action-reaction in physics education in upper secondary school in Japan. It is assumed that it is difficult to teach students the law of action-reaction due to their deeply ingrained naive conceptions about the force of attraction between two objects. This study attempted to determine the effectiveness of the use of metacognitive support as a teaching strategy when we taught students the scientific concepts of the law of action-reaction. Metacognitive support was provided in the following three stages: Strategy 1: Identification of the naive conception. Strategy 2: Identification of the acquisition process of the naive conception. Strategy 3: Connection and collation of the naive conception and the scientific concept. This guidance method was implemented in a research class. As a result, the students’ levels of understanding rose greatly, and a delayed test after two months also showed little decrease in their levels of understanding. Thus, the results suggest that the guidance method of this study was effective in this research class to teach students the scientific concepts of the law of action-reaction
