Macroscopic phenomena and microscopic processes: Student understanding of transients in direct current electric circuits

Abstract

Studies of student understanding of simple electric dc circuits have shown that many of them find it very difficult to apply qualitative reasoning to explain the observed phenomena. It has been suggested that these difficulties may be due to their failure to construct models of microscopic processes that lead to these phenomena. Indeed, in the traditional courses, such models have generally not been emphasized. In the present study, we compared the performance of different groups of university students in answering a questionnaire designed to probe their understanding of the relationship between macroscopic phenomena of transients in a dc circuit and the microscopic processes that can explain these phenomena. One group studied from a traditional text, the second group used a recently developed text that emphasizes models of microscopic processes. We also conducted detailed interviews with some of the students. From an analysis of the performance of these two groups, and also from a comparison with a previous study on Israeli high school students, we found that most of the students whose instructional experiences included an emphasis on the development of models of microscopic processes developed a better understanding of the transient phenomena studied. They applied qualitative considerations in their analyses and were able to develop coherent models to describe their observations. Overall, they demonstrated a superior understanding of the physical phenomena.

Assessing The Effectiveness Of A Computer Simulation In Conjunction With Tutorials In Introductory Physics In Undergraduate Physics Recitations

“…As such these future studies may well contribute to the debates on the role and utility of teaching students micro or macroscopic phenomena in electric circuits. 10,11,12 Although contributing to the debate is not the focus of this paper, we plan to address such topics in future studies.…”

La historia del concepto de fuerza electromotriz en circuitos eléctricos y la elección de indicadores de aprendizaje comprensivo

“…Diferentes trabajos en la enseñanza de las ciencias muestran la conveniencia de tener en cuenta dichos obstáculos históricos a la hora de diseñar estrategias de enseñanza [13,[35][36]; otras investigaciones han señalado reiteradamente dificultades de aprendizaje que están relacionadas con los indicadores señalados [37][38][39][40][41][42][43][44] y que mostramos de forma resumida en el Cuadro 3.…”

“…Así mismo, diferentes estudios empíricos sobre las ideas y tipo de razonamientos utilizados por los estudiantes en esta temática (ver Cuadro 3 y Refs. [37][38][39][40][41][42][43][44]) coinciden en confirmar la relevancia didáctica de los indicadores elegidos.…”

Student understanding of the Boltzmann factor

“…By knowing the possible microscopic energy eigenstates, one may deduce the thermodynamic equilibrium properties of any system at constant temperature, including average internal energy, free energy, entropy, pressure, heat capacity, etc. This connection between microscopic and macroscopic properties is known to be difficult in multiple contexts in physics [17,18,[27][28][29][30] as well as chemistry [31]. As the core of statistical mechanics is this micro-macro connection, this topic is an optimal context for an investigation of this nature.…”