Student Understanding of the Primitive Spring Concept: Effects of Prior Classroom Instruction and Gender

Abstract

A basic understanding of spring phenomena is fundamental to the development of other higher-order concepts in physics, such as the normal force and action-reaction forces. In this study, we investigate the prevalence of the primitive spring concept (a qualitative version of Hooke's Law) among college students taking physical science and astronomy. Students are asked to compare forces felt by a hand compressing a spring resting on a floor and against a wall. Study results show that approximately 10% of college males and 30% of college females lack a basic understanding of spring phenomena. This result is independent of physics background. Sources for data interpretation include oral interviews and written explanations. Implications for classroom instruction are discussed.