Electric field concept: Effect of the context and the type of questions

Alejandro Garza, Genaro Zavala

Research output: Chapter in Book/Report/Conference proceedingConference contributionpeer-review

4 Citations (Scopus)

Abstract

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 objective is to compare students' responses on electric field concept questions in the presence of charges and conductors to those in the presence of charges and insulators. In the second part, the objective is to analyze the difference in responses when the context is changed. This report compares students' answers to electric field concept questions while changing from abstract objects, i.e., point charge, non-conducting sphere; to already-used real materials in lab, i.e., charged tape, non-conducting pencil. Lastly, the objective is to analyze whether a guided question helps students to better answer electric field questions. This study compares students' responses to electric field concept questions with no guidance to responses to guided questions and the degree of guidance.

Original languageEnglish
Title of host publication2010 Physics Education Research Conference, PERC
Pages145-148
Number of pages4
Volume1289
DOIs
Publication statusPublished - 1 Dec 2010
Event2010 Physics Education Research Conference, PERC - Portland, OR, United States
Duration: 21 Jul 201022 Jul 2010

Other

Other2010 Physics Education Research Conference, PERC
Country/TerritoryUnited States
CityPortland, OR
Period21/07/1022/07/10

Keywords

  • Conductors
  • context
  • Electric field
  • guided questions
  • non-conductors

ASJC Scopus subject areas

  • Physics and Astronomy(all)

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