Resumen
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.
| Idioma original | English |
|---|---|
| Título de la publicación alojada | 2010 Physics Education Research Conference, PERC |
| Páginas | 145-148 |
| Número de páginas | 4 |
| Volumen | 1289 |
| DOI | |
| Estado | Published - 1 dic 2010 |
| Evento | 2010 Physics Education Research Conference, PERC - Portland, OR, United States Duración: 21 jul 2010 → 22 jul 2010 |
Other
| Other | 2010 Physics Education Research Conference, PERC |
|---|---|
| País | United States |
| Ciudad | Portland, OR |
| Período | 21/07/10 → 22/07/10 |
Huella dactilar
ASJC Scopus subject areas
- Physics and Astronomy(all)
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Electric field concept : Effect of the context and the type of questions. / Garza, Alejandro; Zavala, Genaro.
2010 Physics Education Research Conference, PERC. Vol. 1289 2010. p. 145-148.Resultado de la investigación: Conference contribution
TY - GEN
T1 - Electric field concept
T2 - Effect of the context and the type of questions
AU - Garza, Alejandro
AU - Zavala, Genaro
PY - 2010/12/1
Y1 - 2010/12/1
N2 - 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.
AB - 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.
KW - Conductors
KW - context
KW - Electric field
KW - guided questions
KW - non-conductors
UR - http://www.scopus.com/inward/record.url?scp=79951961111&partnerID=8YFLogxK
U2 - 10.1063/1.3515183
DO - 10.1063/1.3515183
M3 - Conference contribution
AN - SCOPUS:79951961111
SN - 9780735408449
VL - 1289
SP - 145
EP - 148
BT - 2010 Physics Education Research Conference, PERC
ER -