Student responses to a modified Force Concept Inventory: The Newtonian Mechanics Quiz

Abstract

Even in the era of modern physics, understanding and applying Newton's classical Laws of Motion are key skills for physicists and form a core component of instructional programmes. Students arrive in the classroom with intuitive ideas about force and motion that are often misaligned with Newtonian thinking. Prior research has shown that these incorrect intuitive ideas are remarkably persistent, and can stay with students throughout their education and beyond. Reliable instruments, that can accurately evaluate student understanding of Newtonian mechanics, are required to track student progress and evaluate the efficacy of instructional programmes. The Force Concept Inventory (FCI), a conceptual quiz composed of multiple-choice questions, is a well-established instrument, developed to address these challenges. The FCI, and how students respond to its questions, has been widely investigated and discussed in the literature. Notably, research has shown that: correct responses to questions do not always correspond to correct application of Newtonian concepts; and the limited response options given for multiple-choice questions often do not capture the full range of student thinking. There is therefore a burgeoning need to develop new instruments that probe students' understanding at a deeper level, by interrogating conceptual understanding from multiple perspectives and incorporating different question formats that require students to construct and consider their responses. We introduce the Newtonian Mechanics Quiz (NMQ), a modified version of the FCI that incorporates follow-up questions in a variety of formats, each with different diagnostic functions. This article describes the development and validation of the NMQ instrument, and illustrates several novel analyses enabled by the student response dataset that can offer deep insight into students' conceptual understanding of Newton's Laws.