Existing research identifying common student ideas about forces focuses on students’ misunderstandings, misconceptions, and difficulties. In this paper, we characterize student thinking in terms of resources, framing student thinking as continuous with formal physics. Based on our analysis of 2048 written responses to conceptual questions, we identify six common conceptual resources for understanding forces. We document context-sensitive patterns in resource activation, and we discuss limitations of our research based on the demographics of our sample.

中文翻译：

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大学生理解力的概念性资源

现有的确定普通学生对力量的观念的研究集中在学生的误解，误解和困难上。在本文中，我们根据资源来描述学生的思维，将学生的思维与形式物理联系起来。根据对2048个对概念性问题的书面答复的分析，我们确定了六种常见的概念性资源，用于理解力。我们记录了资源激活中的上下文相关模式，并根据样本的人口统计学讨论了研究的局限性。