本研究的主要目的是利用p-prim 來瞭解學生學習力學的學習路徑。主要的研究方法為質性研究，由研究者擔任教師的腳色，利用POEC教學方式來教導學生學習力學，並且側錄學生在學習過程中其解釋、預測的內容，最後將這些內容編碼以進行分析。研究對象為十二名台北市八年級學生，授課時間為八個小時，共兩週的時間。
研究結果發現學生會持有片段的p-prim來進行思考，同時在相同的科學概念情境當中，會使用不同的想法來解決問題。另外在本研究中發現三個新個p-prim，分別是施力必耗能、有公式才有數字、傳遞力三者。其中施力必耗能以及傳遞力可以歸納在diSessa對p-prim既有的分類之下，而有公式才有數字則被研究者歸為一般類別當中。而在學生學習牛頓力學的路徑當中，發現學生在慣性定律上容易受到引導和力為推動者這兩個p-prim的影響，而在第二運動定律的部份則有比較多的人持有力為推動者的想法。在作用力與反作用力這個概念下，則發現對於作用力與反作用力大小相等這個概念對學生來說容易記憶，但是卻難以找到自我解釋的方式。
由研究結果顯示，若能根據學生的p-prim設計教學，便能夠使學生較為容易的修正其p-prim，而達成科學概念。

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