Investigating Prospective Elementary Teachers' Understanding of Analogical Cases in Newton's Third Law

Problem Statement: Analogies are cognitive tools widely used in literature. Many instructors and educators point out the power of analogies to teach physics in science classrooms. Newton's third law is one of the key concepts of physics education which is difficult to learn and teach. Purpose: The aim of this study was to analyze prospective teachers' understanding of analogical cases in Newton's third law. In addition, the focus of this analysis was concentrated mainly on the variables of gender and class level. Methods: The participants of the study were 244 prospective elementary teachers at a public university in Ankara. Newtons' third law analogy test (NTLAT) was adapted and used as a measuring tool in this study. The NTLAT was composed of our main questions including similar numbers of analogical cases to analyze four different misconceptions in Newton's third law. The final version of the NTLAT was applied to seven sections of students in three different class levels in the same term by the researcher. Two males and two females from each class level were randomly selected and interviewed. There semi-structured 12 interview nearly lasted 15-20 minutes. Results: The statistical data obtained from the NTLAT were analyzed by using MANOVA and folloew up ANOVA techniques. The main effect of the class level and interaction effect were statistically significant according to the Pillai-Bartlett Trace Test. Follow up ANOVAs indicated that class level univariate main effect on all dependent variables and interaction effect on three misconception (M1, M3, and M4) were statistically significant. In addition, the descriptive results showed that males had fewer misconceptions than females. The man scores across class level were different for males and females. There was a drastic increase or decrease of male mean scores according to class level whereas the mean scores were nearly equal for females. Conclusion/Recommendations: With its unusal nature, the NTLAT was itself an asset and contribution to this field. Educators may use the NTLAT as a quiz assignment, measuring tool or an activity in their research or classes. In the light of the interviews, all descriptive results such as males had fewer misconceptions than females, males mean scores changed drastically according to class level unlike females, and inferential results related to MANOVA and ANOVAs were discussed and accordingly some suggestion were offered.