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Arrows as anchors: an analysis of the material features of electric field vector arrows. Student use of vectors in introductory mechanics. Physical Review Special Topics - Physics Education Research, 2(1), 010105.įlores, S., Kanim, S. Evaluating an electricity and magnetism assessment tool: brief electricity and magnetism assessment. Master’s thesis University of Maine.ĭing, L., Chabay, R., Sherwood, B., & Beichner, R. Comparing student performance on isomorphic math and physics vector representations.
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Restructuring the introductory electricity and magnetism course. Journal of Educational Psychology, 101(1), 70–87.Ĭhabay, R., & Sherwood, B. Instructional aids to support a conceptual understanding of multiple representations. Testing student interpretation of kinematics graphs. Physical Review Special Topics - Physics Education Research, 10(1), 010121.īeichner, R. Test of understanding of vectors: a reliable multiple-choice vector concept test. What levels of guidance promote engaged exploration with interactive simulations? AIP Conference Proceedings, 1064(1), 59–62.īarniol, P., & Zavala, G. In the final stage, validation test results do indicate weak intermediate stages in learning even in post-simulation experience which present need for explicit instructional implication.Īdams, W. The analysis of student interviews probes the details of how a learner processes information about the concept and noticed an improvement in developing a good reasoning skill and a coherent conceptual framework of magnetic force. Responses of pretest questions enabled us to tailor and design the activities for effective learning in a simulation-based environment. So, to reduce the learning difficulties and to develop the conceptual framework of magnetic force, we adopted interactive simulation as a learning tool and conducted detailed student interviews. Responses of pretest indicate vectorial nature of physical quantity and use of right-hand rule are the conceptual difficulties which impede learning.
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As a first step in understanding, we administered pre-investigation studies for first-year Master Physics Course students by using multiple choice questions to identify learning difficulties. The study initiated to understand the augmented learning difficulties experienced by students with the concept of magnetic force on a charged particle in a uniform magnetic field. Hence, for real learning, this necessitates interactive-engagement instruction strategies. Various physics education researchers have substantiated that traditional teaching methods accomplish simple transmission of the physics concepts. Science learning in general and physics learning in particular are far perceived to be complex.