In the literature on teaching Newton’s laws of motion, diverse misconceptions were diagnosed through tests and interviews prior to the intervention. This action research study was conducted with five science teachers, focusing on the use of locally available teaching materials to teach the concepts of Newton’s third law of motion. The primary assumption was that these materials could correct misconceptions and serve as effective tools in science education. From an ontological perspective, this paper adopted a postmodernist stance, suggesting that participants could develop new ideas and inquiries, as opposed to a positivist viewpoint that confined learners to prescribed activities. The research methodology comprised three distinct phases: pre-intervention, intervention, and post-intervention, and it measured the effectiveness of the intervention statistically. Teachers used locally available materials and employed effective teaching methodologies to address misconceptions, especially when teaching Newton’s third law of motion
