• DOI:10.1119/1.2343497
• Corpus ID: 12311835

Force concept inventory

@article{Hestenes1992ForceCI,
  title={Force concept inventory},
  author={David Hestenes and Malcolm Wells and Gregg Swackhamer},
  journal={The Physics Teacher},
  year={1992},
  volume={30},
  pages={141-158},
  url={https://api.semanticscholar.org/CorpusID:12311835}
}

• D. Hestenes, Malcolm Wells, Gregg Swackhamer
• Published 1 March 1992
• Physics
• The Physics Teacher

Every student begins physics with a well-established system of commonsense beliefs about how the physical world works derived from years of personal experience. Over the last decade, physics education research has established that these beliefs play a dominant role in introductory physics. Instruction that does not take them into account is almost totally ineffective, at least for the majority of students. Specifically, it has been established that (1) commonsense beliefs about motion and force… 

Every student begins physics with a well-established system of commonsense beliefs about how the physical world works derived from years of personal experience. Over the last decade, physics education research has established that these beliefs play a dominant role in introductory physics. Instruction that does not take them into account is almost totally ineffective, at least for the majority of students. Specifically, it has been established that (1) commonsense beliefs about motion and force are incompatible with Newtonian concepts in most respects, (2) conventional physics instruction produces little change in these beliefs, and (3) this result is independent of the instructor and the mode of instruction. The implications could not be more serious. Since the students have evidently not learned the most basic Newtonian concepts, they must have failed to comprehend most of the material in the course. They have been forced to cope with the subject by rote memorization of isolated fragments and by carrying out meaningless tasks. No wonder so many are repelled! The few who are successful have become so by their own devices, the course and the teacher having supplied only the opportunity and perhaps inspiration.