Balance between scalar and vector forms in teaching Newton's second law

This study examines the teaching of Newton's second law, focusing on the pedagogical challenges stemming from its abstract nature. Despite being a key concept in physics, students face difficulties in understanding the relationship between force, acceleration, and mass, particularly when applied to practical situations. Through a systematic review of the literature over the past 10 years, the most common methodologies used to teach this principle were identified, distinguishing between quantitative, qualitative, and mixed approaches. It was observed that the scalar representation of Newton's law is the most commonly used, particularly in quantitative research within secondary education. In contrast, the more complex vectorial representation is associated with qualitative methodologies and is more frequently applied in higher education. The analysis reveals that although there has been a decline in research output in recent years, the trend towards the use of quantitative studies remains dominant. It is projected that future interest in more diverse methodological approaches will increase, especially those integrating scalar and vector representations. In conclusion, the study highlights the importance of balancing methodological approaches to facilitate a deep understanding of Newton's second law at various educational levels.