This document discusses learning materials for teaching Newton's laws of motion to primary school students in Thailand. It analyzes students' and teachers' backgrounds and the current situation of physics education. A study was conducted with 48 grade 4 students and 4 teachers through questionnaires. The results showed that students enjoyed subjects like PE, science, and computers. Teachers used lectures, videos, models, and experiments in class. However, students still had misconceptions about forces and motion, likely due to a lack of real-world examples and hands-on activities in their lessons. The study aims to understand how to improve the teaching of Newton's laws of motion concepts.

1. Learning material for
promoting Newton’s laws of
motion conceptual
development: What and How?
Apinya DHATSUWAN
Institute for Innovative Learning, Mahidol University, Thailand

2. Laws of
Motion
Explain Real Life Physical Phenomena
http://i665.photobucket.com/albums/vv15/katiabren/jfox-mylittlegarden-tree.png
http://craftcutz.com/wp-content/uploads/2011/09/Simple-Apple-Vector-File.jpg

3. Situation
The sled is started from rest and pushed to the right until it reached a
constant velocity, where the motion of a sled on a horizontal frictionless
surface was considered.
(Macabebe, Culaba & Maquiling, 2010)
http://officialpetsociety.files.wordpress.com/2010/01/wooden-sled.png
http://b.dryicons.com/images/icon_sets/stickers_icon_set/png/128x128/right_arrow.png

4. Question: Which force would keep the sled moving at constant velocity?
Answer: No applied force
Misconception Students merge the situation with there life experience.
http://t1.gstatic.com/images?q=tbn:ANd9GcQfanL_Yk2C6A81JBGwoLLDRflx9T4WYpprM.png

5. Question: Which force would keep the sled moving toward the left and speeding
up at a steady rate?
Answer: Constant force to the left
Misconception Students were confused about the given a situation where the object speed is change.
http://t1.gstatic.com/images?q=tbn:ANd9GcQfanL_Yk2C6A81JBGwoLLDRflx9T4WYpprM.png

6. Situation
Assuming that the truck is heavier than the car and that they are moving at
the same speed during the collision.
(Macabebe, Culaba & Maquiling, 2010)
http://www.clker.com/cliparts/7/2/a/7/11949851501819087709skoda_car_alejandro_teja_.svg.med.png
http://files.softicons.com/download/internet-icons/social-trucks-icons-by-cutelittlefactory.com/png/512/Social-Truck_facebook2.png

7. Question: What is the magnitude of the force exerted by the car and the truck on
each other?
Answer: Truck and car exert the same amount of force
Misconception Students are confused with the relationship between force and
momentum.
http://t1.gstatic.com/images?q=tbn:ANd9GcQfanL_Yk2C6A81JBGwoLLDRflx9T4WYpprM.png

8. Cause of Misconception
Limited of material, resource
and equipment
covered in the course
(Macabebe, et al., 2010)
Lacking of relation between scientific
knowledge with real life phenomena and
experiences
(Saglam-Arslan & Devecioglu, 2010)
http://www.freestockphotography.com.au/stockimages/518.jpg

9. Research Question
What is the learning situation of physics education
in the topic Newton’s laws of motion
in Thai primary school students?

10. Thai primary school
Newton’s laws of
motion:
 Force and Motion
 Grade 1, 3, 5
 Semester 2 after midterm test
http://l.rgbimg.com/cache1r1DuC/users/f/fa/fangol/600/n9UoWtm.jpghttp://www.veryicon.com/icon/png/Object/Standard%20City/School.png
http://t2ak.roblox.com/d26848bbf78b3e11e1c23456c40b45a8

11. Participants
Grade 4 public school
 Students
 Teachers

12. Data Collection Analysis Questionnaires
Audience
The questionnaire will be conduct in 2 versions for the difference participants
- students and teachers
Questionnaire items according to the teaching and learning to the concept of
laws of motion will be separated into 4 particulars
1) General Information of Audiences
2) Accessibility of Educational Technology
3) Present Situation of Science Class
4) Audiences’ Requirement for the Topic of Force and Motion

13. Background of Audience
http://www.oapb.org/files/cache/8ade240657b38be2f67638e1b9ef201b.png

14. Background of Audience
48 grade four students
 33 boys
P.E. Science
 15 girls
Age Range: 9-12
Favorite Subject
Histroy Computer
P.E. Science
Art Math
English Histroy Computer
Art Math
Thai English
Thai
http://www.oapb.org/files/cache/8ade240657b38be2f67638e1b9ef201b.png

15. Background of Audience
4 Teachers
 1 male
 3 females
Role
 2 Class teachers 8, 11 years experience
 Computer teacher 2 years experience
 Science teacher 3 years experience
http://www.oapb.org/files/cache/8ade240657b38be2f67638e1b9ef201b.png

16. Background of Audience
Educational Technology Provided at School
 Computer Laboratory (2 Laboratory)

 Sufficiency of Computer (40 Desktop Computers/Lab.)

 Operating System: Windows XP

 Internet Connection (10 Mbps)


 Available Time: Computer Class, Lunch Break, After School

17. Background of Audience
Educational Facilities in Science Class
 Additional Book


 Educational DVD

 TV with DVD player

 Computer with Internet Connection

18. Background of Audience
Educational Facilities in Teacher Room

 Computer

 Internet Connection

 Use Computer for Teaching Plan
 50 % of teacher (Class Teacher, Computer Teacher)

19. non-
Background of Audience
Available
Tablet
Desktop
Available Laptop
Computer Available at Home

20. non-
Background of Audience
Available
Windows XP Windows
Windows
Available Don't
know
Computer Available at Home

21. non-
Background of Audience
Available
Internet
No Connection
Available Connection
Computer Available at Home

22. Background of Audience
Hours Hours
Hours
Hours
Hour
Hours
Computer Usage Per Day

23. Background of Audience
Homework
Report
Lesson Revision
Chat
Social Media
Playing Game
Entertainment
Purpose of Computer Used

24. Background of Audience
Present Situation of Science Class
 Lecture

 Field Trip

 Expert/Guess Speaker
 Educational Video

 Model

 Computer Game
 Experiment

 Report

 Class Presentation

 Role Play


25. Background of Audience
Feeling toward Present Science Class
Really Like
Like
Neutral
Dislike

26. Background of Audience
Students’ problem from teachers’ view …
 Reading ability
 Different learning ability
Teaching problem …
 Difficult to find information
 Low internet speed
 Lack of instructional media
 Lack of skill

27. Audiences’ Requirement for the Topic of Force
and Motion
Apply Computer Game as a Tutorial Tool
 Student: 70.83 %
 Teacher: 100 %
Notice about Computer Tutorial Game
 6.25 % Student
 75 % Teacher
Experience Computer Tutorial Game
 6.25 % Student
 0 % Teacher

28. Games mentioned by students ...
Cooking Game Dressing Game Gardening Game Construction Game Pet-raising Game Dots Game
Racing Game Shooting Game Mario Audition The Sims Seal
GTA Angry Bird Boomz Special Force Point Blank
http://www.androidapk-download.com/wp-content/uploads/2012/09/Cake-Now-Cooking-Games- zK2icjnQv1M/Tg7Qtqb7U8I/AAAAAAAAAD8/Lfy1OF3RPno/s640/21816_logo_pointblank1.jpg http://2.bp.blogspot.com/- http://cdn-android.apptap.com/img/613/com.ggee.vividruntime.gg_1237/1305455960.pngLogo.jpg
Icon.png http://y8-love.com/plugins/site/themes/pog/img/logo.png KZRyMGymW7c/T0tG3Xb7ROI/AAAAAAAAAZE/vkswacSLZOk/s1600/Grand-Theft-Auto-Series.jpg http://www.redbana.com/images/audition-game.jpg
http://www.girlonlyarcade.com/content/icons/sheridan-bratz-dress-up-icon-1.jpg http://3.bp.blogspot.com/- http://www.talkandroid.com/wp-content/uploads/2010/11/angry-birds-game-logo.jpg?3995d3 https://twimg0-a.akamaihd.net/profile_images/1863727520/pss_icon.png
http://www.veryicon.com/icon/png/Application/3D%20Cartoon%20Icons%20Pack%20III/Sims.png Yc2BSCnbbGE/TWJstUU6xYI/AAAAAAAABF4/U30Pb0MCJkE/s1600/1159162044.25988_logo.jpg http://upload.wikimedia.org/wikipedia/en/c/cd/SealOnlineUSA_Logo.jpg
http://2.bp.blogspot.com/- http://img.online-station.net/_news/2010/0715/38523_eng_logo.png http://cdn.androidpolice.com/wp-content/uploads/2011/04/BBR-Game-

29. The games were divided into eight
criteria (Lee, 2007)
22.91 % 43.75 % 37.50 % 6.25 %
Simulation Game RPG
RPG Board Game Community Game
10.41 % 6.25 % 39.58 % 25.00 %
Action Game Adventure Game Shooting Game Sports Game
Frequency of game genre preferred by students

30. What kind of game do student
interested …
Question
Customize ??
Character
Pe
t
http://gamefroot.com/wp-content/files/2012/05/newton-influences.jpg
http://4.bp.blogspot.com/_fsR1t0qlcG0/TMXQjZKa7mI/AAAAAAAAAAQ/N-cjcliePwY/s1600/Little_Big_Planet_Icon_Pack_1_by_Mike_Whitford.png
http://gamefroot.com/wp-content/files/2012/05/newton-influences.jpg

31. Characteristic of Role
Playing Game
A RPG is a game in which the participants assume the
roles of fictional characters and
collaboratively create or follow scenarios. Participants
determine the actions of their characters based on
their characterization, and the actions succeed or fail
according to a formal system of rules and guidelines.
Prat, Aulinas, Turon, Comas, & Poch, M. M. (2009)

32. Conclusion
RPG
http://community.us.playstation.com/t5/image/serverpage/image-id/24113iAC7F14DA8544A174/image-size/large?v=mpbl-1&px http://techkidbetty.edublogs.org/files/2011/04/Book-cover-for-blog-1wn17ky.png
http://t1.gstatic.com/images?q=tbn:ANd9GcTTO2icEuqNuX7KlSIwzFyRjct_5ounffEEYuRAZ7o9E6gKW-MBaEE--Pxo http://www.iconhot.com/icon/png/devine-icons-part-2/512/my-computer-2.png
http://www.jillianney.com/wp-content/uploads/2012/01/like.png
http://www.dailynews.co.th/sites/default/files/imagecache/620x245/photos/146257/0.jpg http://missionroll.com/Resources/plansza3drozjasni.png

33. Conclusion
It might be possible to use RPG
tutorial as an Alternative
Material to promote primary
students’ conceptual
RPG

34. Benefit
The survey was done in order to responds to the requirement of audience
Propose recommendation for
 Learning material
 Primary student
 Develop game-based learning material

35. References
Anderson, J., & Barnett, M. (2011). Using Video Games to Support Pre-Service Elementary Teachers Learning of Basic Physics Principles. [Article]. Journal of Science Education and Technology, 20(4), 347-362. doi:
10.1007/s10956-010-9257-0
Atasoy, Ş., & Akdenız, A. R. (2007). Developing and Applying a Test Related to Appearing Misconceptions about Newtonian Laws of Motion. [Article]. Journal of Turkish Science Education (TUSED), 4(1), 45-50.
Bakker, J., Wiering, M., Kunst, H., & Beklemishev, L. (2004). Online Adaptive Learning in a Role Playing Game. [Doctoral Thesis Cognitive Artificial Intelligence].
Bieliková, M., Divéky, M., Jurnečka, P., Kajan, R., & Omelina, L. u. (2008). Automatic generation of adaptive, educational and multimedia computer games. Signal, Image & Video Processing, 2(4), 371.
Carr, D., & Bossomaier, T. (2011). Relativity in a rock field: A study of physics learning with a computer game. [Article]. Australasian Journal of Educational Technology, 27(6), 1042-1067.
Carron, T., & Marty, J.-C. (2009). User Modelling in Learning Games. [Article]. Proceedings of the European Conference on Games Based Learning, 86-94.
Getachew, T. (2009). Can computer simulations substitute real laboratory apparatus? [Journal article]. Latin-American Journal of Physics Education(3), 506.
Hughes, J. (1988). Therapy is fantasy: role-playing, healing, and the construction of symbolic order. [ Australian National University honors paper in medical anthropology on the use of RPG in the self-treatment of
clinical depression]. 23.
Law, E. L. C., & Kickmeier-Rust, M. D. (2008). 80Days: Immersive digital educational games with adaptive storytelling First International Workshop on Story-Telling and Educational Games (STEG'08) B2 - First
International Workshop on Story-Telling and Educational Games (STEG'08). Maastricht, The Netherlands.
Macabebe, E. Q. B., Culaba, I. B., & Maquiling, J. T. (2010). Pre-conceptions of Newton’s Laws of Motion of Students in Introductory Physics. [Article]. AIP Conference Proceedings, 1263(1), 106-109. doi:
10.1063/1.3479843
Maciuszek, D., & Martens, A. (2011). Computer Role-Playing Games as an Educational Game Genre: Activities and Reflection. [Tale]. Proceedings of the European Conference on Games Based Learning, 368-377.
Obaidat, I., & Malkawi, E. (2009). The Grasp of Physics Concepts of Motion: Identifying Particular Patterns in Students' Thinking. [Article]. International Journal for the Scholarship of Teaching & Learning, 3(1), 1-16.
Saglam-Arslan, A., & Devecioglu, Y. (2010). Student teachers' levels of understanding and model of understanding about Newton's laws of motion. [Article]. Asia-Pacific Forum on Science Learning & Teaching, 11(1), 1-
20.
Squire, K., Barnett, M., Grant, J. M., & Higginbotham, T. (2004). Electromagnetism supercharged! Learning physics with digital simulation games Embracing diversity in the learning sciences: Proceedings of the Sixth
International Conference of the learning sciences (ICLS'04 B2 - Embracing diversity in the learning sciences: Proceedings of the Sixth International Conference of the learning sciences (ICLS'04 (pp. 513-520).
Mahwah, NJ: Lawrence Erlbaum.
Wernhuar, T., & Weichian, T. (2010). The Design and Analysis of Learning Effects for a Game-based Learning System. [Article]. World Academy of Science, Engineering & Technology, 61, 336-345.
White, B. Y. (1984). Designing Computer Games to Help Physics Students Understand Newton's Laws of Motion. [Article]. Cognition & Instruction, 1(1), 69.
Zacharia, Z. (2007). Comparing and combining real and virtual experimentation: an effort to enhance students' conceptual understanding of electric circuits. Journal of Computer Assisted Learning, 23(2), 120-132. doi:
10.1111/j.1365-2729.2006.00215.x

36. Thank you