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Electricity & Magnetism
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Electricity & Magnetism
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Results #1-#10 of 100+
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1.
Electric Field Concept: Effect of the Context and the Type of Questions
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A. Garza and G. Zavala, PERC 2010 Proceedings, 145-148.
We administered several open-ended questions to students after electrostatics is covered in an electricity and magnetism class at a private Mexican university. In the first part, the…
https://www.per-central.org/document/ServeFile.cfm?ID=10424&DocID=1891
2.
Writing Position Vectors in 3-d Space: A Student Difficulty With Spherical Unit Vectors in Intermediate E&M
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B. Hinrichs, PERC 2010 Proceedings, 173-176.
An intermediate E&M course (i.e. based on Griffiths [1]) involves the extensive integration of vector calculus concepts and notation with abstract physics concepts like field and…
https://www.per-central.org/document/ServeFile.cfm?ID=10444&DocID=1901
3.
Direct and Indirect Approaches to Increasing Conceptual Survey Gains
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P. Kohl, C. Pearl, and V. Kuo, PERC 2010 Proceedings, 193-196.
Conceptual surveys like the FCI and CSEM are common, and course reforms often have the goal of improving student gains on these surveys. There exist various approaches to improving…
https://www.per-central.org/document/ServeFile.cfm?ID=10448&DocID=1907
4.
Our best juniors still struggle with Gauss’s Law: Characterizing their difficulties
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R. Pepper, S. Chasteen, S. Pollock, and K. Perkins, PERC 2010 Proceedings, 245-248.
We discuss student conceptual difficulties with Gauss’s law observed in an upper-division Electricity and Magnetism (E&M) course. Difficulties at this level have been described in…
https://www.per-central.org/document/ServeFile.cfm?ID=10464&DocID=1924
5.
The use of concept tests and peer instruction in upper-division physics
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S. Pollock, S. Chasteen, M. Dubson, and K. Perkins, PERC 2010 Proceedings, 261-264.
Many upper-division courses at the University of Colorado now regularly use peer instruction in the form of clicker questions during lectures. Particular attention has been paid to…
https://www.per-central.org/document/ServeFile.cfm?ID=10470&DocID=1928
6.
Improved Student Performance in Electricity and Magnetism Following Prior MAPS Instruction in Mechanics
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S. Rayyan, A. Pawl, A. Barrantes, R. Teodorescu, and D. Pritchard, PERC 2010 Proceedings, 273-276.
We examine the performance of a group of students in Introductory Electricity and Magnetism following a ReView course in Introductory Mechanics focusing on problem solving employing…
https://www.per-central.org/document/ServeFile.cfm?ID=10476&DocID=1931
7.
Student Understanding of Cross Product Direction and Use of Right-Hand Rules: An Exploration of Representation and Context-Dependence
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M. Kustusch -
Thesis
Students in introductory physics struggle with vector algebra and cross product direction (CPD). While research into student understanding of vector algebra notes…
https://www.per-central.org/document/ServeFile.cfm?ID=11185&DocID=2274
8.
Articulating communities: Sociocultural perspectives on science education
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J. Lemke, J. Res. Sci. Teaching,
38
(3), 296–316 (2001).
This article discusses the meaning of a sociocultural perspective on science education: viewing science, science education, and research on science education as human social…
https://doi.org/10.1002/1098-2736(200103)38:3<296::AID-TEA1007>3.0.CO;2-...
9.
Determining and Interpreting Resistive Electric Circuit Concepts Test (DIRECT)
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P. Engelhardt and R. Beichner -
Online Resource
This 29-question research-based multiple-choice test is designed to evaluate students' reasoning regarding direct current resistive electric circuits. The test may be administered to…
https://www.physport.org/assessments/DIRECT
10.
Impact of peer interaction on conceptual test performance
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C. Singh, Am. J. Phys.,
73
(5), 446-451 (2005).
We analyze the effectiveness of working in pairs on the Conceptual Survey of Electricity and Magnetism test in a calculus-based introductory physics course. Students who collaborated…
https://doi.org/10.1119/1.1858450
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Results #1-#10 of 100+