Search

Your search keyword '"Zuza, Kristina"' showing total 2 results
Start Over Author "Zuza, Kristina" Publisher american physical society
2 results on '"Zuza, Kristina"'

1. Guiding students towards an understanding of the electromotive force concept in electromagnetic phenomena through a teaching-learning sequence

Author

Zuza, Kristina, De Cock, Mieke, van Kampen, Paul, Kelly, Thomas, Guisasola, Jenaro, Zuza, Kristina, De Cock, Mieke, van Kampen, Paul, Kelly, Thomas, and Guisasola, Jenaro

Abstract

In this work we present the application of design based research (DBR) methodology to conduct a systematic iterative study of the design and implementation of a teaching-learning sequence (TLS) on emf (electromotive force). This work is the final part of a broader study that started with the analysis of students’ difficulties with emf in the contexts of transitory current, direct current, and electromagnetic induction. We complete our research by investigating to what extent students see emf as a cross-cutting concept. We establish the design parameters based on an epistemological analysis and the empirical data, and describe how we devised and implemented the first version of the TLS that takes 4.5 h of classroom time. We analyze the data obtained in the first implementation and describe the redesign process that resulted in a second version of the TLS that takes 1.5 h of classroom time. We conclude that both versions of the TLS effect a similar boost in student attainment of learning objectives compared to the control group.

Published
2020

2. Introductory university physics students’ understanding of some key characteristics of classical theory of the electromagnetic field

Author

Zuza, Kristina, van Kampen, Paul, De Cock, Mieke, and Guisasola, Jenaro

Subjects
Physics education, Physics
Abstract

In this work, we explore how undergraduate students use classical field theory when describing physical phenomena in the context of introductory electromagnetism. We have extracted five key characteristics of the electric and magnetic field from a historical analysis of the topic. These characteristics informed the creation of a questionnaire comprising six free-response conceptual questions. The questionnaire instrument was administered to undergraduate students in three European countries. Phenomenographical analysis of the students’ responses shows that many undergraduates do not have a coherent idea of field theory. We conclude that, rather than focusing on teaching rules with which to calculate, more attention should be paid to the specific characteristics of field theory and the difference between fields and forces, with particular emphasis on the conceptual interpretation of the interaction process.

Published
2018

Catalog

Books, media, physical & digital resources
See catalog results