Student understanding of wave behavior at a boundary: The relationships among wavelength, propagation speed, and frequency

Kryjevskaia, Mila; Stetzer, MacKenzie R.; Heron, Paula R. L.

doi:10.1119/1.3688220

Cited by 37 publications

(34 citation statements)

References 10 publications

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“…(1) Propagation (Linder & Erickson, 1989;Linder, 1992;1993;Maurines, 1992;Wittman, 1998;2002;Wittmann, Steinberg & Redish, 1999;Hrepic, Zollman & Rebello, 2010;Tongchai et al, 2011;Kennedy & De Bruyn, 2011;Pejuan, Bohigas, Jaén & Periago, 2012;Kryjevskaia, Stetzer, & Heron, 2012) (2) Superposition (Wittman, 1998;2002;Wittmann, Steinberg, & Redish, 1999;Grayson, 1996;Sengören, Tanel & Kavcar, 2006;Kennedy & De Bruyn, 2011;Kryjevskaia, Stetzer & Heron, 2011) (3) Reflection (Kryjevskaia et al, 2011) (4) Standing waves (Zeng, Smith, Poelzer, Rodriguez, Corpuz, & Yanev, 2014) Note that some studies have proposed new instructional materials or curricular modifications (Wittman, 1998;Wittmann et al, 2003;Kennedy & De Bruyn, 2011;Kryjevskaia et al, 2011;Zeng et al, 2014;Bhathal, Sharma & Mendez, 2010). …”

Section: Previous Researchmentioning

confidence: 99%

The Mechanical Waves Conceptual Survey: An Analysis of University Students’ Performance, and Recommendations for Instruction

Barniol

Zavala

2016

EURASIA J MATH SCI T

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The Mechanical Waves Conceptual Survey (MWCS), presented in 2009, is the most important test to date that has been designed to evaluate university students' understanding of four main topics: propagation, superposition, reflection, and standing waves. In a literature review, we detected a significant need for a study that uses this test as an assessment tool and presents a complete analysis of students' difficulties on the test. This article addresses this need. We administered the MWCS at a private university in Mexico to 541 students. In this article, we present a complete description of these students' performance on the test, a description of their main difficulties, an elaboration of these main difficulties in terms of students' inappropriate conceptions, and recommendations for instruction based on the results obtained by the test. Our analyses may be used by instructors and researchers who intend to use the MWCS or create new instructional material.

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Section: Previous Researchmentioning

confidence: 99%

The Mechanical Waves Conceptual Survey: An Analysis of University Students’ Performance, and Recommendations for Instruction

Barniol

Zavala

2016

EURASIA J MATH SCI T

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“…(1) Propagation [2,[10][11][12][13][14][15][16][17][18][19][20][21] (2) Superposition [2,10,11,19,[22][23][24] (3) Reflection [24] (4) Standing waves [25] In the article in which they introduce the MWCS, Tongchai et al [1] concentrated mainly on the development of the test and its evaluation, focusing on validity and reliability. The test was administered to 632 Australian students, ranging from high school to second-year university students, and 270 Thai high school students.…”

Section: Previous Research On the Mwcsmentioning

confidence: 99%

“…In addition, there have been 11 studies that have cited the article in which the test was introduced [18,19,21,24,[26][27][28][29][30][31][32]. From these 11 studies, only one-a second article by the authors that had designed the test [18]-analyzes the test results obtained by the MWCS.…”

Section: Previous Research On the Mwcsmentioning

confidence: 99%

Mechanical waves conceptual survey: Its modification and conversion to a standard multiple-choice test

Barniol

Zavala

2016

Phys. Rev. Phys. Educ. Res.

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In this article we present several modifications of the mechanical waves conceptual survey, the most important test to date that has been designed to evaluate university students' understanding of four main topics in mechanical waves: propagation, superposition, reflection, and standing waves. The most significant changes are (i) modification of several test questions that had some problems in their original design, (ii) standardization of the number of options for each question to five, (iii) conversion of the two-tier questions to multiple-choice questions, and (iv) modification of some questions to make them independent of others. To obtain a final version of the test, we administered both the original and modified versions several times to students at a large private university in Mexico. These students were completing a course that covers the topics tested by the survey. The final modified version of the test was administered to 234 students. In this study we present the modifications for each question, and discuss the reasons behind them. We also analyze the results obtained by the final modified version and offer a comparison between the original and modified versions. In the Supplemental Material we present the final modified version of the test. It can be used by teachers and researchers to assess students' understanding of, and learning about, mechanical waves.

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“…In mechanics, for instance, most students face difficulties on one-dimensional motion (Trowbridge & McDermott, 1980;Trowbridge & McDermott, 1981;McDermott et al, 1987), Newton's law (Halloun & Hestenes, 1985;Thornton & Sokoloff, 1998;Brown, 1989;Demirci, 2008;Rosenblatt & Heckler, 2011;Elmehd et al, 2013), rotational dynamic (López, 2003;Ortiz, 2005;Oliveira, 2011), conservation of energy (Dalaklioğlu et al, 2015), and fluid mechanics (Besson, 2004;Loverude et al, 2010;Wijaya et al, 2016), mechanical wave propagation (Sutopo, 2016) and reflection (Kryjevskaia et al, 2011;Kryjevskaia et al, 2012). In thermodynamics, students tend to confuse temperature with heat (Gönen & Kocakaya, 2010;Alwan, 2011) and fail to apply state equation of ideal gas in problem solving (Kautz et al, 2005).…”

Section: Introductionmentioning

confidence: 99%

SHS Students’ Difficulty in Solving Impulsee and Momenyum Problem

Saifullah

Sutopo

Wisodo

2017

JPII

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Impulse momentum theorem is one of the fundamental principles of physics, especially in mechanics. Therefore, students' understanding of impulse and momentum will contribute to their success in learning physics. This study exposed common students difficulties in solving problems related to impulse and momentum. The subjects consisted of 175 students of a Senior High School in Malang, 70 students of grade XI who recently learned about impulse and momentum and 105 students of grade XII who relearned the topic for national examination preparation. The data were gathered using multiple-choice test with open explanation and confidence rating scale. The study concluded that the students' difficulties were not only caused by their lack understanding of the concepts but also by their deficiency in using vectors.

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Student understanding of wave behavior at a boundary: The relationships among wavelength, propagation speed, and frequency

Cited by 37 publications

References 10 publications

The Mechanical Waves Conceptual Survey: An Analysis of University Students’ Performance, and Recommendations for Instruction

The Mechanical Waves Conceptual Survey: An Analysis of University Students’ Performance, and Recommendations for Instruction

Mechanical waves conceptual survey: Its modification and conversion to a standard multiple-choice test

SHS Students’ Difficulty in Solving Impulsee and Momenyum Problem

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