Abstract
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.
| Original language | English (US) |
|---|---|
| Title of host publication | AIP Conference Proceedings |
| Pages | 177-180 |
| Number of pages | 4 |
| Volume | 883 |
| DOIs | |
| State | Published - 2007 |
| Externally published | Yes |
| Event | 2006 Physics Education Research Conference, PERC 2006 - Syracuse, NY, United States Duration: Jul 26 2006 → Jul 27 2006 |
Other
| Other | 2006 Physics Education Research Conference, PERC 2006 |
|---|---|
| Country | United States |
| City | Syracuse, NY |
| Period | 7/26/06 → 7/27/06 |
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Keywords
- Electricity and magnetism
- Physics education
ASJC Scopus subject areas
- Physics and Astronomy(all)
Cite this
Analysis of shifts in Student's reasoning regarding electric field and potential concepts. / Meltzer, David.
AIP Conference Proceedings. Vol. 883 2007. p. 177-180.Research output: Chapter in Book/Report/Conference proceeding › Conference contribution
}
TY - GEN
T1 - Analysis of shifts in Student's reasoning regarding electric field and potential concepts
AU - Meltzer, David
PY - 2007
Y1 - 2007
N2 - 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.
AB - 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.
KW - Electricity and magnetism
KW - Physics education
UR - http://www.scopus.com/inward/record.url?scp=77957990434&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=77957990434&partnerID=8YFLogxK
U2 - 10.1063/1.2508721
DO - 10.1063/1.2508721
M3 - Conference contribution
SN - 9780735403833
VL - 883
SP - 177
EP - 180
BT - AIP Conference Proceedings
ER -