Upper High School Students’ Understanding of Electromagnetism

Sağlam, Murat; Millar, Robin

doi:10.1080/09500690500339613

Cited by 58 publications

(63 citation statements)

References 10 publications

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“…The difficulties faced by students in studying sub-concepts of Electromagnetic were relevant to the result of some previous studies including a research which states that electromagnetic induction is a material considered difficult by students from various countries in the study of Electromagnetics [6]. This was supported by a research [7] that also showed that the students have difficulties in learning the concept of electromagnetic induction.…”

Section: Resultsmentioning

confidence: 58%

“…In electromagnetics wave, Students' who answered incorrectly reffer to : if there is a coil, a number of coil, electric current and magnetic field, when having polarization indication, whwn some body listens to the radio, the moving electron will cousing electric and magnet field when it spread, while the electric and magnet field move perpendicular to each other, the students use the wrong formula to understand the distance and velocity, and the students only write the final result (not the proscess).The result of this research turned out to be relevant to the result of research [8] which stated that students have various conceptions about Electromagnets. The result that showed the difficulties experienced by respondents in studying Electromagnetics was relevant to the research [6] which indicated that the difficulties faced by students in studying Electromagnets remain the same before and after learning.…”

Section: Resultsmentioning

confidence: 87%

“…This was due to the concept which abstract and complex. The electric potential, electric potential energy and electromagnetic induction are materials considered difficult by students from various countries in the study of electromagnet [6]. This was supported by research that showed students have difficulty in learning concept of electromagnetic induction [7].…”

Section: Introductionmentioning

confidence: 74%

See 2 more Smart Citations

The Description 12th Grade Students' Conception of Electromagnetics

Wardana¹,

Liliasari²,

Tjiang³

et al. 2017

Proceedings of the 2016 International Conference on Mathematics and Science Education

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Abstract-Electromagnetic concepts are abstract, difficult and complex concepts. There are different conceptions understood by students in learning electromagnetic concept. This study aims to identify and describe the conception of high school students who have been studying electromagnetic. Descriptive method used in this research. The subjects consist of 27 respondents of 12th grade students. The data collection done by providing an essay test instruments referred to test models of Electromagnetism Concept Inventory (EMCI) those includes subconcepts of Electrostatic, Magnetism, Electromagnetic induction and Electromagnetic waves. The result of data analysis shows that only 2% of respondents answered correctly on the subconcepts of magnetism. In other sub-concepts there were no respondents who answered correctly. Moreover, the conceptions understood by respondents about electromagnetic concept were very diverse.

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Section: Resultsmentioning

confidence: 58%

Section: Resultsmentioning

confidence: 87%

Section: Introductionmentioning

confidence: 74%

See 1 more Smart Citation

The Description 12th Grade Students' Conception of Electromagnetics

Wardana¹,

Liliasari²,

Tjiang³

et al. 2017

Proceedings of the 2016 International Conference on Mathematics and Science Education

View full text Add to dashboard Cite

show abstract

“…Although concepts related to this subject are not included in the primary education curriculum in the Turkish Education System, they are in higher levels of secondary education, such as in 11 th grade, and especially in 12 th grade physics, and during one's freshman year in university. There are a few studies in the literature that deal with this subject, with most of them focusing their research on magnetism (Bagno & Eylon, 1997;Finkelstein, 2005;Galili, 1995;Maloney, 1984;Özen & Gürel, 2003;Sağlam, 2003;Sağlam & Millar, 2006). In addition to these studies, Demirci and Çirkinoğlu (2004) revealed a number of misconceptions related to electricity and magnetism held by students after collecting participants' responses to the Electrostatics and Magnetism Concept Test, finding that many students did not have sufficient knowledge about Faraday's Law, Magnetic Induction, or other subjects.…”

Section: Discussion and Suggestionsmentioning

confidence: 99%

Determining Science Teacher Candidates’ Academic Knowledge and Misconceptions about Electric Current

Çibik¹

2017

EDUC SCI-THEOR PRACT

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The aim of this study is two-fold. Its first aim is to determine science teacher candidates' knowledge (academic success) and misconceptions about electric current and its second aim is to compare these results across participants' year of study and gender. A total of 132 teacher candidates studying in their 2 and semi-structured interview questions were used as data collection tools. The results of the study revealed that while there are no meaningful differences between students' academic success regarding electric current based on their year of study, there are meaningful differences based on the gender of participants, with males scoring more favorably. The findings also revealed that teacher candidates have many misconceptions related especially about to such concepts of current, electric field, generators, supply emf, and potential difference. Furthermore, it was observed that teacher candidates held misconceptions about the function of magnetic fields and energy conversion in electric power-plants, a subject dealt with in the context of alternating current.

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“…It has also been shown that students infrequently tie concepts from electrostatics with the description of macroscopic phenomena [2]. High school seniors rarely approach college with a coherent framework of ideas about electromagnetism [3]. Therefore, students often face challenges when taking courses on electromagnetism at the college level.…”

Section: Introductionmentioning

confidence: 99%

Students’ understanding of continuous charge distributions

Jayasinghe¹,

Sadaghiani²

2018

2017 Physics Education Research Conference Proceedings

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We have been investigating students' knowledge pertaining to continuous charge distributions in introductory calculus based physics courses at Cal PolyPomona. An open-ended questionnaire was developed based on feedback from three faculty who often teach introductory calculus based electricity and magnetism courses to engineering and physics majors in order to probe common observed difficulties. A pilot study was conducted (N = 145) and, based upon the feedback we obtained from these results, a slightly revised version of the questionnaire with three additional questions was subsequently given to a second sample of students (N = 263) in the following quarter. Our data suggests that students struggle with concepts related to linear, surface, and volume charge distributions, as well as the mathematical formulation of infinitesimal charge representations of continuous charge distributions. We will share specific examples and discuss the implications that our findings have for more effective instruction.

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Upper High School Students’ Understanding of Electromagnetism

Cited by 58 publications

References 10 publications

The Description 12th Grade Students' Conception of Electromagnetics

The Description 12th Grade Students' Conception of Electromagnetics

Determining Science Teacher Candidates’ Academic Knowledge and Misconceptions about Electric Current

Students’ understanding of continuous charge distributions

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