# An Effect of the Preliminary Formation of the Balance Concept: The Change in Ways of Elementary Physics Problem Solving

## TL;DR

Teaching fifth graders about balance concepts improves their physics problem-solving skills two years later.

## Contribution

Demonstrates long-term benefits of early multiplicative concept training on physics problem solving.

## Key findings

- Students with early balance training performed better on complex physics tasks.
- Experimental group used fewer trial-and-error methods compared to the control group.
- Introductory curriculum had a lasting positive effect on conceptual problem solving.

## Abstract

The classical “lever balance problem” has always been a challenge for students, as it requires special coordination of weight and distance changes. At the core of this coordination lies the “third” magnitude of the multiplicative structure, the torque, which is often overlooked in psychological research on the development of the equilibrium concept.

An introductory computer-supported module was developed based on the principles of developmental instruction (Davydov). Our research goal was to demonstrate one of the delayed effects of the preliminary multiplicative concept formation in the fifth grade on students’ acquiring the corresponding topic in elementary physics in the seventh grade.

The experimental group included 43 seventh-graders who had been taught using our introductory equilibrium curriculum two years prior (4 lessons). The control group (44 seventh-graders) from the same schools had not participated in any special curriculum. The assessment procedure simulated the “physics lesson” with reading the textbook and watching the educational video. Then students had to complete five balance tasks of two types (with one or multiple locations for weights on each lever arm).

The results revealed that students in the experimental group did significantly better solving the “scattered weights” problems. When the digital simulation allowed all students to resort to trials, the control group relied on the “trial and error” method signiicantly more than the experimental group.

Students’ adherence to the “conceptual” approach was most clearly revealed through their way of solving “scattered weights” tasks and the number of “excessive” trials in computer simulation. The results proved the lasting effect of our introductory curriculum.