Type:

Other

Description:

Students' reasoning regarding the relationships among electric fields, forces, and equipotential line patterns was explored using pre- and post-test responses to selected multiple-choice questions on the Conceptual Survey of Electricity and Magnetism. Students' written explanations of their reasoning, provided both pre- and post-instruction, allowed additional assessment of the changes in their thinking. In particular, the data indicate that although students largely abandon an initial tendency to associate stronger fields with wider equipotential line spacing, many of them persist in incorrectly associating electric field magnitude at a point with the electric potential at that point.

Subjects:

  • Education > General

Education Levels:

  • Grade 1
  • Grade 6
  • Grade 8
  • Grade 9

Keywords:

conceptual understanding,NSDL,Education Foundations,Undergraduate (Lower Division),Physics Education Research,Assessment,Graduate/Professional,electric potential,electricity,Electric Fields and Potential,Life Science,Higher Education,Cognition,electric fields,oai:nsdl.org:2200/20071203141723141T,PERC 2006,magnetism,Electricity & Magnetism,Physics,CSEM,cognition,General Physics,electric forces,Electric Field,NSDL_SetSpec_439869,Education

Language:

English

Access Privileges:

Public - Available to anyone

License Deed:

Creative Commons Attribution Non-Commercial Share Alike

Collections:

None
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