Addressing students’ difficulties with Faraday’s law: A guided problem solving approach

Phys. Rev. ST Phys. Educ. Res 10, 010122 – Published 30 June 2014
Kristina Zuza, José-Manuel Almudí, Ane Leniz, and Jenaro Guisasola

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.

DOI: http://dx.doi.org/10.1103/PhysRevSTPER.10.010122

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  • Published 30 June 2014
  • Received 19 December 2013

Published by the American Physical Society under the terms of the Creative Commons Attribution 3.0 License. Further distribution of this work must maintain attribution to the author(s) and the published article’s title, journal citation, and DOI.

Published by the American Physical Society

Authors & Affiliations

Kristina Zuza, José-Manuel Almudí, Ane Leniz, and Jenaro Guisasola

  • Department of Applied Physics, Polytechnic University College of Donostia, University of the Basque Country, 20018 San Sebastian, Spain

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