Data from written tests and videotaped problem-solving interviews show that many physics
students have a stable, alternative view of the relationship between force and acceleration.
This “conceptual primitive” is misunderstood at the qualitative level in addition to any
difficulties that might occur with mathematical formulation. The misconception is highly
resistant to change and is remarkably similar to one discussed by Galileo, as shown by
comparison of his writings with transcripts from student interviews. The source ofthis …