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Physical Review Physics Education Research
written by Kristina Zuza, Mieke De Cock, Paul van Kampen, Thomas Kelly, and Jenaro Guisasola
Available Languages: English, Spanish
This work presents the application of design based research (DBR) methodology to conduct a systematic iterative study of the design and implementation of a teaching-learning sequence (TLS) on emf (electromotive force). This work is the final part of a broader study that started with the analysis of students' difficulties with emf in the contexts of transitory current, direct current, and electromagnetic induction. We complete our research by investigating to what extent students see emf as a cross-cutting concept. We establish the design parameters based on an epistemological analysis and the empirical data, and describe how we devised and implemented the first version of the TLS that takes 4.5 h of classroom time. It is important to note that the implementation of the TLS's was carried out in introductory physics classroom environments where students work in learning groups within a transformed physics course. We analyze the data obtained in the first implementation and describe the redesign process that resulted in a second version of the TLS that takes 1.5 h of classroom time. We conclude that both versions of the TLS effect a similar boost in student attainment of learning objectives compared to the control group.
Physical Review Physics Education Research: Volume 16, Issue 2, Pages 020110
Subjects Levels Resource Types
Education - Applied Research
- Active Learning
= Cooperative Learning
- Curriculum Development
- Instructional Material Design
Education - Basic Research
- Achievement
Electricity & Magnetism
- Electromotive Force and Current
- Lower Undergraduate
- High School
- Reference Material
= Research study
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Free access
License:
This material is released under a Creative Commons Attribution 4.0 license.
Rights Holder:
American Physical Society
DOI:
10.1103/PhysRevPhysEducRes.16.020110
Keywords:
electric circuits, electricity and magnetism, electromagnetic induction, instructional material, learning sequence, student misconception
Record Creator:
Metadata instance created May 12, 2021 by Bruce Mason
Record Updated:
February 8, 2022 by Caroline Hall
Last Update
when Cataloged:
August 3, 2020
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AIP Format
K. Zuza, M. De Cock, P. van Kampen, T. Kelly, and J. Guisasola, , Phys. Rev. Phys. Educ. Res. 16 (2), 020110 (2020), WWW Document, (https://doi.org/10.1103/PhysRevPhysEducRes.16.020110).
AJP/PRST-PER
K. Zuza, M. De Cock, P. van Kampen, T. Kelly, and J. Guisasola, Guiding students towards an understanding of the electromotive force concept in electromagnetic phenomena through a teaching-learning sequence, Phys. Rev. Phys. Educ. Res. 16 (2), 020110 (2020), <https://doi.org/10.1103/PhysRevPhysEducRes.16.020110>.
APA Format
Zuza, K., De Cock, M., van Kampen, P., Kelly, T., & Guisasola, J. (2020, August 3). Guiding students towards an understanding of the electromotive force concept in electromagnetic phenomena through a teaching-learning sequence. Phys. Rev. Phys. Educ. Res., 16(2), 020110. Retrieved June 12, 2024, from https://doi.org/10.1103/PhysRevPhysEducRes.16.020110
Chicago Format
Zuza, K, M. De Cock, P. van Kampen, T. Kelly, and J. Guisasola. "Guiding students towards an understanding of the electromotive force concept in electromagnetic phenomena through a teaching-learning sequence." Phys. Rev. Phys. Educ. Res. 16, no. 2, (August 3, 2020): 020110, https://doi.org/10.1103/PhysRevPhysEducRes.16.020110 (accessed 12 June 2024).
MLA Format
Zuza, Kristina, Mieke De Cock, Paul van Kampen, Thomas Kelly, and Jenaro Guisasola. "Guiding students towards an understanding of the electromotive force concept in electromagnetic phenomena through a teaching-learning sequence." Phys. Rev. Phys. Educ. Res. 16.2 (2020): 020110. 12 June 2024 <https://doi.org/10.1103/PhysRevPhysEducRes.16.020110>.
BibTeX Export Format
@article{ Author = "Kristina Zuza and Mieke De Cock and Paul van Kampen and Thomas Kelly and Jenaro Guisasola", Title = {Guiding students towards an understanding of the electromotive force concept in electromagnetic phenomena through a teaching-learning sequence}, Journal = {Phys. Rev. Phys. Educ. Res.}, Volume = {16}, Number = {2}, Pages = {020110}, Month = {August}, Year = {2020} }
Refer Export Format

%A Kristina Zuza %A Mieke De Cock %A Paul van Kampen %A Thomas Kelly %A Jenaro Guisasola %T Guiding students towards an understanding of the electromotive force concept in electromagnetic phenomena through a teaching-learning sequence %J Phys. Rev. Phys. Educ. Res. %V 16 %N 2 %D August 3, 2020 %P 020110 %U https://doi.org/10.1103/PhysRevPhysEducRes.16.020110 %O application/pdf

EndNote Export Format

%0 Journal Article %A Zuza, Kristina %A De Cock, Mieke %A van Kampen, Paul %A Kelly, Thomas %A Guisasola, Jenaro %D August 3, 2020 %T Guiding students towards an understanding of the electromotive force concept in electromagnetic phenomena through a teaching-learning sequence %J Phys. Rev. Phys. Educ. Res. %V 16 %N 2 %P 020110 %8 August 3, 2020 %U https://doi.org/10.1103/PhysRevPhysEducRes.16.020110


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