Force, inertia and motion from Aristotle to nowadays didactics

Abstract

Abstract This study delves into the historical development of the core principles of dynamics, namely the interplay between forces and motion. We explore the intricate and nonlinear transition from the Aristotelian framework, which held sway for eighteen centuries, to the Newtonian paradigm. We posit that the complexity of this transition largely stems from what we perceive as an inadequate understanding of force. Our focus lies particularly on the seminal contributions of Galileo and the subsequent remarkable advancements made by Newton. However, we also note that, somewhat surprisingly, the transition does not conclude with Newton himself. What is commonly known as Newtonian dynamics in modern textbooks diverges significantly from the original theory outlined in the Principia, and we endeavour to elucidate these disparities. In the concluding sections, we scrutinise the implications of these concepts for contemporary teaching methodologies. Specifically, we delve into various interpretations of the Principle of Inertia, the Second Law, and their interrelationship, pinpointing what we perceive as weak points in current didactic approaches and proffering some suggestions for effectively imparting these concepts.