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

David E. Meltzer

doi:10.1063/1.2508721

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

David E. Meltzer

Research output: Chapter in Book/Report/Conference proceeding › Conference 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 language	English (US)
Title of host publication	2006 Physics Education Research Conference, PERC 2006
Pages	177-180
Number of pages	4
DOIs	https://doi.org/10.1063/1.2508721
State	Published - Dec 1 2007
Externally published	Yes
Event	2006 Physics Education Research Conference, PERC 2006 - Syracuse, NY, United States Duration: Jul 26 2006 → Jul 27 2006

Publication series

Name	AIP Conference Proceedings
Volume	883
ISSN (Print)	0094-243X
ISSN (Electronic)	1551-7616

Other

Other	2006 Physics Education Research Conference, PERC 2006
Country	United States
City	Syracuse, NY
Period	7/26/06 → 7/27/06

Keywords

Electricity and magnetism
Physics education

ASJC Scopus subject areas

Physics and Astronomy(all)

Access to Document

10.1063/1.2508721

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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

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