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Electricity & Magnetism
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Results #1-#10 of 100+
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1.
Applying Rasch theory to evaluate the construct validity of brief electricity and magnetism assessment
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L. Ding, PERC 2011 Proceedings, 175-178.
The Brief Electricity and Magnetism Assessment (BEMA) is a 30-item multiple-choice test, designed to evaluate student understanding of basic electricity and magnetism (E&M) concepts…
https://www.per-central.org/document/ServeFile.cfm?ID=11840&DocID=2691
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Probing Student Understanding with Alternative Questioning Strategies
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J. Hawkins, B. Frank, J. Thompson, M. Wittmann, and T. Wemyss, PERC 2011 Proceedings, 207-210.
Common research tasks ask students to identify a correct answer and justify their answer choice. We propose expanding the array of research tasks to access different knowledge that…
https://www.per-central.org/document/ServeFile.cfm?ID=11848&DocID=2699
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Students' difficulties with equations involving circuit elements
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J. Li and C. Singh, PERC 2011 Proceedings, 243-246.
We discuss an investigation exploring students' difficulties with equations involving resistance, capacitance and inductance. We find that introductory physics students have great…
https://www.per-central.org/document/ServeFile.cfm?ID=11857&DocID=2707
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Further investigation of examining students understanding of Lenz's law and Faraday's law
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C. Sanchez and M. Loverude, PERC 2011 Proceedings, 335-338.
Magnetic induction has been known to be a particularly difficult concept in introductory physics. In this project, we build upon our previous research on probing the difficulties…
https://www.per-central.org/document/ServeFile.cfm?ID=11881&DocID=2728
5.
Magnetism Conceptual Survey
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C. Singh and J. Li -
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This 30-question research-based multiple-choice test is designed to evaluate students’ conceptual understanding of magnetism in algebra- and calculus-based introductory…
https://www.physport.org/assessments/MCS
6.
Observations on student difficulties with mathematics in upper-division electricity and magnetism
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R. Pepper, S. Chasteen, S. Pollock, and K. Perkins, Phys. Rev. ST Phys. Educ. Res.,
8
(1), 010111 (2012).
We discuss common difficulties in upper-division electricity and magnetism (E&M) in the areas of Gauss’s law, vector calculus, and electric potential using both quantitative and…
https://www.per-central.org/document/ServeFile.cfm?ID=11916&DocID=2805
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Teaching electric circuits with multiple batteries: A qualitative approach
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D. Smith and P. van Kampen, Phys. Rev. ST Phys. Educ. Res.,
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(2), 020115 (2011).
We have investigated preservice science teachers’ qualitative understanding of circuits consisting of multiple batteries in single and multiple loops using a pretest and post-test…
https://www.per-central.org/document/ServeFile.cfm?ID=11927&DocID=2843
8.
Using multimedia learning modules in a hybrid-online course in electricity and magnetism
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H. Sadaghiani, Phys. Rev. ST Phys. Educ. Res.,
7
(1), 010102 (2011).
We have been piloting web-based multimedia learning modules (MLMs), developed by the Physics Education Research Group at the University of Illinois at Urbana Champaign (UIUC), as a…
https://doi.org/10.1103/PhysRevSTPER.7.010102
9.
Choosing the right solution approach: The crucial role of situational knowledge in electricity and magnetism
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E. Savelsbergh, T. De Jong, and M. Ferguson-Hessler, Phys. Rev. ST Phys. Educ. Res.,
7
(1), 010103 (2011).
Novice problem solvers are rather sensitive to surface problem features, and they often resort to trial and error formula matching rather than identifying an appropriate solution…
https://www.per-central.org/document/ServeFile.cfm?ID=11943&DocID=2751
10.
Interference between electric and magnetic concepts in introductory physics
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T. Scaife and A. Heckler, Phys. Rev. ST Phys. Educ. Res.,
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(1), 010104 (2011).
We investigate student confusion of concepts of electric and magnetic force. At various times during a traditional university-level course, we administered a series of simple…
https://doi.org/10.1103/PhysRevSTPER.7.010104
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Results #1-#10 of 100+