Development and Preliminary Evaluation of Arduino-Based Inquiry Activities for Friction and Newton’s Second Law in Pre-Service Physics Teacher Education

Abstract

Persistent misconceptions concerning friction and Newton’s second law remain a challenge in physics education, particularly among pre-service physics teachers. This study aimed to develop, evaluate, and preliminarily examine Arduino-based inquiry learning activities designed to connect abstract physics concepts with experimental evidence. A mixed-methods developmental approach based on the ADDIE model and a one-group pretest–posttest design was employed. The developed package consisted of four interconnected learning units organized around two core Arduino-based experiments, together with instructional guides, worksheets, and experimental kits. Three experts evaluated the package, which was subsequently implemented with 30 pre-service physics teachers. Quantitative data were collected using a 30-item conceptual understanding test, while qualitative data were obtained from observations, reflective journals, and interviews. Expert evaluation indicated that the activities were of the highest overall quality (M = 4.79, SD = 0.17), with an average Index of Item–Objective Congruence of 0.98. Participants’ mean conceptual understanding score increased from 8.80 out of 30 (29.33%) on the pretest to 23.40 (78.00%) on the immediate posttest, t(29) = −24.98, p < .001. The class-average normalized gain was 0.69, indicating a medium gain. Qualitative findings suggested that real-time data collection and graph-based analysis helped participants connect observable motion with relationships among force, mass, friction, and acceleration. However, difficulties distinguishing static and kinetic friction persisted. These findings provide preliminary evidence supporting Arduino-based inquiry activities for physics teacher education.