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Abstract
This conceptual paper explores the interplay between recall and understanding in the context of learning Newton’s laws of motion. It examines the theoretical foundations, distinctions, and interconnections between these cognitive processes, highlighting their significance in physics education. Recall, the ability to retrieve previously learned information, is often viewed as a precursor to understanding, which involves the interpretation, explanation, and application of knowledge. By focusing on Newton’s laws, this paper demonstrates how hands-on experiments and visual aids can enhance both recall and understanding. The generate-recognize theory is applied to illustrate how students generate hypotheses and recognize relevant concepts during experiments, thereby strengthening their knowledge system. The paper argues that understanding should be the primary goal of education, as it enables learners to make connections, think critically, and apply their knowledge in real-world contexts. The implications for teaching and learning practices are discussed, emphasizing the need for instructional designs that prioritize depth, critical thinking, and application of knowledge. By fostering a deeper understanding of Newton’s laws, teachers can create a powerful learning environment that promotes meaningful and lasting learning outcomes, preparing students for success in an increasingly complex and interconnected world.
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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Review Article
EURASIA J Math Sci Tech Ed, Volume 21, Issue 12, December 2025, Article No: em2750
https://doi.org/10.29333/ejmste/17502
Publication date: 03 Dec 2025
Article Views: 36
Article Downloads: 13
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