Conceptual dynamics aids the determination of the multiple student views, even for large number of students in instructional settings, and provides a method for the ordering of student views into learning hierarchies. Common student views of force and motion for the different cases that students distinguish are articulated and learning hierarchies are established that allow a statistical preduction of student progression through the various views. Newton's First and Second Laws, for example, become the Four Student Laws of Force and Motion where different force and motion relationships apply to objects standing still, slowing down, moving at a constant velocity, and speeding up.
Students adopt a physicist view of the four cases of motion in the order listed.
Student descriptions of each view, in their own words, are given. Data is presented to support a model for the transition from one view to another that postulates that many students move through a transitional state when changing views. This paper is available in its entirety from the Center. Check out the Information Page to request a copy.