Charged poles?

Maloney, David P.

doi:10.1088/0031-9120/20/6/009

Cited by 35 publications

(33 citation statements)

References 7 publications

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“…For example, Maloney showed that when asked to describe the force experienced by a charged particle near a magnetic pole, students answered that the particle will experience a force directed toward or away from the pole, even after instruction in magnetism. 7 There are several reasons for these answers, including the beliefs that magnets attract nearby objects, 8 magnets carry a net electrostatic charge in their poles, 8,9 and charged particles, whether stationary or moving, are the source of magnetic fields. 9 When magnetism is discussed in terms of field lines and magnetic poles are no longer explicitly discussed, a connection to electricity might still be present because students often confuse electric and magnetic fields.…”

Section: Introductionmentioning

confidence: 99%

Student understanding of the direction of the magnetic force on a charged particle

Scaife

Heckler

2010

American Journal of Physics

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We study student understanding of the direction of the magnetic force experienced by a charged particle moving through a homogeneous magnetic field in both the magnetic pole and field line representations of the magnetic field. In five studies, we administer a series of simple questions in either written or interview format. Our results indicate that although students begin at the same low level of performance in both representations, they answer correctly more often in the field line representation than in the pole representation after instruction. This difference is due in part to more students believing that charges are attracted to magnetic poles than believing that charges are pushed along magnetic field lines. Although traditional instruction is fairly effective in teaching students to answer correctly up to a few weeks following instruction, especially for the field line representation, some students revert to their initial misconceptions several months after instruction. The responses reveal persistent and largely random sign errors in the direction of the force. The sign errors are largely nonsystematic and due to confusion about the direction of the magnetic field and the execution and choice of the right-hand rule and lack of recognition of the noncommutativity of the cross product.

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Section: Introductionmentioning

confidence: 99%

Student understanding of the direction of the magnetic force on a charged particle

Scaife

Heckler

2010

American Journal of Physics

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“…Similarly, one participant answered on the questionnaire that magnets carry 'pole charges', while another stated that magnets attract certain materials because 'unlike charges attract each other while like charges repel each other'. This confused conception seems to occur commonly among students (Maloney, 1985;Borges et al, 1998;Guisasola et al, 2004).…”

Section: Results and Findingsmentioning

confidence: 99%

“…With regard to basic electricity and magnetism, Maloney (1985) revealed the confused conception that magnetic poles are charged and consequently attract or repel electric charges, in the same way as electrically charged rods would do. Students also incorrectly reason that magnetic fields exert forces on both stationary and moving charges.…”

Section: Concept Confusionmentioning

confidence: 99%

An Analysis of Teachers’ Concept Confusion Concerning Electric and Magnetic Fields

Hekkenberg

Lemmer

Dekkers

2015

African Journal of Research in Mathematics, Science and Technol

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In an exploratory study, 36 South African physical science teachers' understanding of basic concepts concerning electric and magnetic fields was studied from a perspective of possible concept confusion. Concept confusion is said to occur when features of one concept are incorrectly attributed to a different concept, in the case of this study to magnetic and electric fields. An example of concept confusion is the perception that a magnetic north pole has an excess of positive charges and consequently attracts negative charges placed in the field. The researchers constructed a framework of 20 interrelated critical aspects of which the scientific topic is composed conceptually. Next, the understanding of concepts and interactions in electric and magnetic fields by 36 teachers of physical science (a subject combining physics and chemistry for grades 10-12), who were enrolled for an in-service subject knowledge upgrading course, was probed through questionnaires and interviews. This approach allowed us to answer the central research question of this study: what alternative understandings do teachers have of the topic of electric and magnetic fields in terms of potential concept confusion? The teachers' understanding does appear to be interpretable in terms of whether or not they distinguish between the critical aspects identified in this study. The results show six categories of aspects of electric and magnetic fields causing teachers' inability to distinguish between the two fields, with a consequent confusion of concepts. These categories are: sources of currents; sources of electric fields; sources of magnetic fields; the effects of electric and magnetic fields on materials; electric and magnetic forces; and the direction of the electric and magnetic forces. Results from this research study may contribute to the enhancement of physical science teacher training and consequently school teaching.

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“…En este ítem, en cuanto al error en la dirección, al parecer los estudiantes piensan en términos de las líneas de campo magnético que se dirigen del polo norte del imán de la izquierda al polo sur del imán de la derecha. Esta concepción alternativa se relaciona con que los alumnos consideran que los polos magnéticos están cargados, el polo sur con carga negativa y el polo norte con carga positiva; por lo tanto la carga prueba positiva sería atraída al polo sur (Maloney, 1985). El argumento de que los estudiantes tienen estas ideas de líneas de campo magnético y/o fuerzas entre cargas magnéticas sobre cargas eléctricas se refuerza observando que la segunda opción incorrecta más fuerte es la opción A, con un 23 % (aún mayor que el porcentaje de los alumnos que responden esta pregunta correctamente), en la cual la dirección mostrada tiene la dirección del campo magnético en ese punto.…”

Section: Dificultades En El Efecto De Carga Inducida: íTems 13 Y 14unclassified

La prueba conceptual de electricidad y magnetismo: análisis de confiabilidad y estudio de las dificultades más frecuentes

2018

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RESUMEN • La pruebaThe Conceptual Survey of Electricity and Magnetism (CSEM) ha sido ampliamente utilizada en el área de la educación de la física. Sin embargo, hasta la fecha no existe un estudio que presente el test en su versión en español. Este artículo tiene tres objetivos generales: 1) presentar el CSEM en su versión en español y analizar la confiabilidad y poder discriminatorio de este, 2) realizar un análisis detallado de las dificultades más frecuentes de los estudiantes en los conceptos evaluados en el test y 3) establecer recomendaciones para la investigación e instrucción de estos conceptos. El test fue implementado a 310 estudiantes que terminaban el curso Electricidad y Magnetismo de una universidad mexicana. El test en su versión en español, que presentamos en el proyecto Physport (physport.org), los análisis y las recomendaciones para la instrucción pueden ser utilizados por investigadores o por profesores de física de países hispanohablantes. PALABRAS CLAVE: electricidad; magnetismo; entendimiento conceptual; instrumento de opciones múltiples; análisis de confiabilidad. ABSTRACT • The Conceptual Survey of Electricity and Magnetism (CSEM) has been widely used in the field of physics education. However, to date, no study presents a version of the test in Spanish. This article has three general objectives: 1) to present the CSEM in Spanish and analyze its reliability and discriminatory power, 2) to perform a detailed analysis of the most frequent difficulties of the students in the concepts evaluated in the test, and 3) to establish recommendations for research and instruction of these concepts. The test was implemented to 310 students who finished an Electricity and Magnetism course in a Mexican university. Researchers or physics professors from Spanish-speaking countries may use the test in Spanish that we present in the PhysPort project (physport.org); and the analysis and recommendations for instruction in this study.

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Charged poles?

Cited by 35 publications

References 7 publications

Student understanding of the direction of the magnetic force on a charged particle

Student understanding of the direction of the magnetic force on a charged particle

An Analysis of Teachers’ Concept Confusion Concerning Electric and Magnetic Fields

La prueba conceptual de electricidad y magnetismo: análisis de confiabilidad y estudio de las dificultades más frecuentes

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