PERC 2020 Abstract Detail Page
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| Abstract Title: | Evaluating secondary school students’ interest and conceptual understanding of circuits |
|---|---|
| Abstract: | Many students leave secondary school without having an appropriate conceptual understanding of simple circuits. Voltage in particular has proven to be a difficult concept. Furthermore, research has shown that girls tend to have a lower interest in physics than boys. However, it is unclear whether decades of research on students' conceptual difficulties e.g. with voltage as well as research into ways to promote girls' interest have had a significant impact on physics classrooms. For this reason, the conceptual understanding of electric circuits as well as the interest in physics of N = 1207 traditionally taught students in Germany and Austria was assessed using a valid and reliable multiple-choice test. The presented poster will report on the key findings of this assessment which suggest that girls are still not as interested in physics as boys and that students do not have an adequate conceptual understanding of voltage even after instruction. |
| Abstract Type: | Contributed Poster Presentation |
| Session Time: | Poster Session II |
| Poster Number: | 2.G4 |
| Contributed Paper Record: | Contributed Paper Information |
| Contributed Paper Download: | Download Contributed Paper |
Author/Organizer Information | |
| Primary Contact: |
Jan-Philipp Burde University of Tübingen Tübingen, Non U.S. 72070 |
| Co-Author(s) and Co-Presenter(s) |
Thomas Wilhelm (Goethe University, Department of Physics Education Research, Germany) Martin Hopf (University of Vienna, Austrian Educational Competence Centre Physics, Austria) Lana Ivanjek (University of Vienna, Austrian Educational Competence Centre Physics, Austria) Thomas Schubatzky (University of Graz, Regional Centre for Didactics of Physics, Austria) Claudia Haagen-Schützenhöfer (University of Graz, Regional Centre for Didactics of Physics, Austria) Liza Dopatka (TU Darmstadt, Physics Education Research Group, Germany) Verena Spatz (TU Darmstadt, Physics Education Research Group, Germany) |
