TY - JOUR
T1 - Weight versus gravitational force
T2 - Historical and educational perspectives
AU - Galili, Igal
PY - 2001/10
Y1 - 2001/10
N2 - This paper discusses the existing dichotomy regarding the definition of weight and its implications in science education. The history and epistemology of the weight concept and its present status in instruction and students' knowledge about weight are reviewed. The rationale of the concept of gravitational weight, currently accepted in many textbooks, is critiqued. Two mutually related implications stem from this study in science teaching: a conceptual distinction between weight and gravitational force; and replacement of the gravitational definition of weight by the operational one. Both innovations may improve the quality of science education.
AB - This paper discusses the existing dichotomy regarding the definition of weight and its implications in science education. The history and epistemology of the weight concept and its present status in instruction and students' knowledge about weight are reviewed. The rationale of the concept of gravitational weight, currently accepted in many textbooks, is critiqued. Two mutually related implications stem from this study in science teaching: a conceptual distinction between weight and gravitational force; and replacement of the gravitational definition of weight by the operational one. Both innovations may improve the quality of science education.
UR - http://www.scopus.com/inward/record.url?scp=0039738316&partnerID=8YFLogxK
U2 - 10.1080/09500690110038585
DO - 10.1080/09500690110038585
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AN - SCOPUS:0039738316
SN - 0950-0693
VL - 23
SP - 1073
EP - 1093
JO - International Journal of Science Education
JF - International Journal of Science Education
IS - 10
ER -