Analysis of shifts in Student's reasoning regarding electric field and potential concepts

Research output: Chapter in Book/Report/Conference proceedingConference contribution

8 Scopus citations

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 languageEnglish (US)
Title of host publication2006 Physics Education Research Conference, PERC 2006
Pages177-180
Number of pages4
DOIs
StatePublished - Dec 1 2007
Externally publishedYes
Event2006 Physics Education Research Conference, PERC 2006 - Syracuse, NY, United States
Duration: Jul 26 2006Jul 27 2006

Publication series

NameAIP Conference Proceedings
Volume883
ISSN (Print)0094-243X
ISSN (Electronic)1551-7616

Other

Other2006 Physics Education Research Conference, PERC 2006
CountryUnited States
CitySyracuse, NY
Period7/26/067/27/06

Keywords

  • Electricity and magnetism
  • Physics education

ASJC Scopus subject areas

  • Physics and Astronomy(all)

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  • Cite this

    Meltzer, D. E. (2007). Analysis of shifts in Student's reasoning regarding electric field and potential concepts. In 2006 Physics Education Research Conference, PERC 2006 (pp. 177-180). (AIP Conference Proceedings; Vol. 883). https://doi.org/10.1063/1.2508721