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Peer reviewedJimenez-Valladares, Juan de Dios; Perales-Palacios, F. Javier – Physics Education, 2001
When students are forming their ideas of what will eventually become the concept of force, the images of arrows in our standard diagrams carry with them unconscious attributes of direction of movement and so on. Describes how the use of a 'symbolic representation of interactions' with double-headed arrows avoids these unwanted messages being…
Descriptors: Cognitive Processes, Force, Physics, Science Instruction
