Constructing a precursor model of friction through ontological analysis, learners’ ideas, and modeling theory: towards an embodied inquiry framework

PANAGIOTIS PANTIDOS, STELLA FOTIADI

Abstract

This paper proposes a precursor model of friction constructed through the articulation of three complementary perspectives: an ontological analysis of friction as an interfacial phenomenon, research on learners’ alternative conceptions, and the modelling framework developed by Lemeignan and Weil-Barais. The model is designed to support conceptual transitions toward a relational and interaction-based understanding of friction by foregrounding system interaction, reciprocity, interface dynamics, and the identification of variables with genuine predictive value for motion under frictional conditions. Particular emphasis is placed on the distinction between variables that participate in the frictional mechanism and variables that function as predictors of stopping distance. The paper concludes by proposing embodied inquiry as a coherent pedagogical extension of the precursor model, since bodily investigations of coupling, uncoupling, resistance, and sliding can support learners in progressively reconstructing friction as an emergent phenomenon of system interaction and interface dynamics.

Keywords

Friction, precursor model, modeling, ontology of friction, learners’ ideas, embodied inquiry

Full Text:

PDF

References

Bowden, F. P., & Tabor, D. (2001/1950). The friction and lubrication of solids. Clarendon Press.

Chachlioutaki, M.-E., & Pantidos, P. (2024). Speech and gesture complementarity in a preschooler’s conceptualization of mechanical equilibrium. Education Sciences, 14(4), 338. https://doi.org/10.3390/educsci14040338.

Clement, J. (1982). Students’ preconceptions in introductory mechanics. American Journal of Physics, 50(1), 66-71. https://doi.org/10.1119/1.12989.

Driver, R., Guesne, E., & Tiberghien, A. (Eds.). (1985). Children’s Ideas in Science. Open University Press.

Driver, R., Squires, A., Rushworth, P., & Wood-Robinson, V. (1994). Making sense of secondary science: Research into children’s ideas. Routledge.

Fotiadi, S., & Pantidos, P. (2025). Embodying friction: a meeting point of dance and science education. Mediterranean Journal of Education, 5(2), 104-116. https://doi.org/10.26220/mje.5440.

Hammer, D. (1996). More than misconceptions: Multiple perspectives on student knowledge and reasoning, and an appropriate role for education research. American Journal of Physics, 64(10), 1316-1325.

Hutchings, I. M., & Shipway, P. (2017). Tribology: Friction and wear of engineering materials (2nd ed.). Butterworth-Heinemann.

Ioannou, M., Kaliampos, G., Pantidos, P., & Ravanis, K. (2025). Fostering early understanding of vaporization in 5-6-year-olds via engineering design. Journal of Physics: Conference Series, 3105, 012009. https://doi.org/10.1088/1742-6596/3105/1/012009.

Kaliampos, G., Ioannou, M., Pantidos, P., & Ravanis, K. (2024). The transformation of children’s mental representations of 5-6 year olds for coagulation: Precursor models through a storytelling approach. Journal of Physics: Conference Series, 2871, 012010. https://doi.org/10.1088/1742-6596/2871/1/012010.

Lemeignan, G., & Weil-Barais, A. (1993). Construire des concepts en physique. Paris: Hachette.

McCloskey, M. (1983). Naive theories of motion. In D. Gentner & A. Stevens (Eds), Mental Models (pp. 299-324). Psychology Press.

McDermott, L. C. (1984). Research on conceptual understanding in mechanics. Physics Today, 37(7), 24-32.

Neofotistos, R., Starakis, I., & Halkia, K. (2024). “Is the Moon self-or hetero-luminous?”: An investigation of primary school students’ ideas on the luminosity of the Moon. International Journal of Science & Mathematics Education, 22(6), 1239. https://doi.org/10.1007/s10763-023-10427-1.

Pantidos, P., & Kaliampos, G. (2023). Designing teaching activities based on the precursor model for electricity in early childhood education. Mediterranean Journal of Education, 3(2), 53-68. https://doi.org/10.26220/mje.4502.

Persson, B. N. (2013). Sliding friction: Physical principles and applications. Springer Science & Business Media.

Ravanis, K., & Boilevin, J.-M. (2022). What use is a Precursor Model in early Science teaching and learning? Didactic perspectives. In J.-M. Boilevin, A. Delserieys & K. Ravanis (Eds), Precursor Models for teaching and learning Science during early childhood (pp. 33‑49). Springer. https://doi.org/10.1007/978-3-031-08158-3_3.

Ravanis, K., & Pantidos, P. (2008). Sciences activities in preschool education: Effective and ineffective activities in a Piagetian theoretical framework for research and development. International Journal of Learning, 15(2), 123-132. https://doi.org/10.18848/1447-9494/CGP/v15i02/45636.

Ravanis, K. Koliopoulos, D. & Boilevin, J.-M. (2008). Construction of a precursor model for the concept of rolling friction in the thought of preschool age children: A socio-cognitive teaching intervention. Research in Science Education, 38(4), 421-434. https://doi.org/10.1007/s11165-007-9056-7.

Ravanis, K., Pantidos, P., & Vitoratos, E. (2010). Mental representations of ninth grade students: The case of the properties of magnetic field. Journal of Baltic Science Education, 9(1), 50-60. http://oaji.net/articles/2014/987-1404741157.pdf.

Shapiro, L. (2019). Embodied cognition. Routledge.

Urbakh, M., Klafter, J., Gourdon, D., & Israelachvili, J. (2004). The nonlinear nature of friction. Nature, 430(6999), 525-528.

Viennot, L. (1979). Spontaneous reasoning in elementary dynamics. European Journal of Science Education, 1(2), 205-221.

Viennot, L. (2001). Reasoning in physics: The part of common sense. Dordrecht: Springer Netherlands.


DOI: https://doi.org/10.26220/mje.5650

View Counter: Abstract | 0 | times, and PDF | 0 | times

Refbacks

  • There are currently no refbacks.


Mediterranean Journal of Education | ISSN: 2732-6489 |  Department of Educational Sciences and Early Childhood Education - University of Patras.

Pasithee | Library & Information Center | University of Patras