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Results #1-#10 of 22
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Physical Review Physics Education Research
Inventory for the assessment of representational competence of vector fields 
  
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S. Kuchemann, S. Malone, P. Edelsbrunner, A. Lichtenberger, E. Stern, R. Schumacher, R. Brünken, A. Vaterlaus, and J. Kuhn, Phys. Rev. Phys. Educ. Res., 17 (2), 020126 (2021).
Representational competence is essential for the acquisition of conceptual understanding in physics. It enables the interpretation of diagrams, graphs, and mathematical equations,…
https://doi.org/10.1103/PhysRevPhysEducRes.17.020126
Student understanding of divergence and curl in upper-division electricity and magnetism 
  
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J. Stuckey and G. Quan, PERC 2024 Proceedings, 414-419.
The purpose of this paper is to understand and characterize student thinking about the physics concepts of divergence and curl in the context of upper-division electromagnetism for…
https://www.per-central.org/document/ServeFile.cfm?ID=16930&DocID=5997
Physical Review Physics Education Research
Challenges in designing appropriate scaffolding to improve students’ representational consistency: The case of a Gauss’s law problem 
  
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A. Maries, S. Lin, and C. Singh, Phys. Rev. Phys. Educ. Res., 13 (2), 020103 (2017).
Prior research suggests that introductory physics students have difficulty with graphing and interpreting graphs. Here, we discuss an investigation of student difficulties in…
https://doi.org/10.1103/PhysRevPhysEducRes.13.020103
Student Objections to and Understanding of Non-Cartesian Unit Vector Notation in Upper-Level E&M 
  
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B. Hinrichs, PERC 2017 Proceedings, 176-179.
The upper level E&M course (i.e. based on Griffiths) 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=14599&DocID=4776
Analyzing student understanding of vector field plots with respect to divergence 
  
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P. Klein and J. Kuhn, PERC 2017 Proceedings, 220-223.
A survey with N = 39 second-year students demonstrates that most students fail to relate graphical vector field representations to the concept of divergence. Even after providing…
https://www.per-central.org/document/ServeFile.cfm?ID=14609&DocID=4786
Students’ use of symbolic forms when constructing differential length elements 
  
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B. Schermerhorn and J. Thompson, PERC 2016 Proceedings, 312-315.
As part of an effort to examine students’ understanding of the structure of non-Cartesian coordinate systems and the differential vector elements associated with these systems,…
https://www.per-central.org/document/ServeFile.cfm?ID=14257&DocID=4611
Improving Student Understanding of Vector Fields in Junior-Level E&M 
  
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B. Xue, R. Hazelton, P. Shaffer, and P. Heron, PERC 2016 Proceedings, 404-407.
Over the past several years, the Physics Education Group at the University of Washington has been developing tutorial worksheets for small-group sections for junior-level…
https://www.per-central.org/document/ServeFile.cfm?ID=14280&DocID=4634
Visual understanding of divergence and curl: Visual cues promote better learning 
  
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P. Klein, J. Viiri, and J. Kuhn, PERC 2018 Proceedings.
Prior research has shown that students struggle to indicate whether vector field plots have zero or non-zero curl or divergence. In an instruction-based eye-tracking study, we…
https://www.per-central.org/document/ServeFile.cfm?ID=14808&DocID=4955
A Comparison of Visual Representations of E&M Plane Waves 
  
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M. Wilson and R. Beichner, PERC 2018 Proceedings.
It is well known that plane waves in electricity and magnetism (E&M) are misunderstood by students. Particularly, the traditional visual representation of these plane waves is…
https://www.per-central.org/document/ServeFile.cfm?ID=14867&DocID=5014
Students’ conversion from electric field line diagrams to other representations 
  
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E. Campos, G. Zavala, K. Zuza, and J. Guisasola, PERC 2019 Proceedings, 81-86.
In electricity and magnetism (E&M) courses, students have difficulties understanding the concept of electric field. Because of its abstract nature, students can only understand the…
https://www.per-central.org/document/ServeFile.cfm?ID=15259&DocID=5171
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Results #1-#10 of 22