Addressing Students' Difficulties with Faraday's Law: A Guided Problem Solving Approach

Autor/inn/en	Zuza, Kristina; Almudí, José-Manuel; Leniz, Ane; Guisasola, Jenaro
Titel	Addressing Students' Difficulties with Faraday's Law: A Guided Problem Solving Approach
Quelle	In: Physical Review Special Topics - Physics Education Research, 10 (2014) 1, S.010122-1 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-9178
DOI	10.1103/PhysRevSTPER.10.010122
Schlagwörter	Science Instruction; Scientific Concepts; Teaching Methods; Problem Solving; Magnets; Energy; Interaction; Physics; Science Experiments; Sequential Learning; College Science; Engineering Education; Instructional Effectiveness; Science Tests; Interviews; Student Attitudes; Foreign Countries; College Freshmen; Spain + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Problemlösen; Stabmagnet; Energie; Interaktion; Physik; Didaktische Sequenzierung; Lernsequenz; Ingenieurausbildung; Unterrichtserfolg; Interviewing; Interviewtechnik; Schülerverhalten; Ausland; Studienanfänger; Spanien
Abstract	In traditional teaching, the fundamental concepts of electromagnetic induction are usually quickly analyzed, spending most of the time solving problems in a more or less rote manner. However, physics education research has shown that the fundamental concepts of the electromagnetic induction theory are barely understood by students. This article proposes an interactive teaching sequence introducing the topic of electromagnetic induction. The sequence has been designed based on contributions from physics education research. Particular attention is paid to the relationship between experimental findings (macroscopic level) and theoretical interpretation (microscopic level). An example of the activities that have been designed will also be presented, describing the implementation context and the corresponding findings. Since implementing the sequence, a considerable number of students have a more satisfactory grasp of the electromagnetic induction explicative model. However, difficulties are manifested in aspects that require a multilevel explanation, referring to deep structures where the system description is better defined. (As Provided).
Anmerkungen	American Physical Society. One Physics Ellipse 4th Floor, College Park, MD 20740-3844. Tel: 301-209-3200; Fax: 301-209-0865; e-mail: assocpub@aps.org; Web site: http://prst-per.aps.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10