Alternative Mental Models of Second-Year Engineering Students for Coulomb’s Law and the Electric Field
Keywords:
Mental models, alternative conceptions, engineering education.Abstract
The objective of the present study is to identify the mental models applied by students using Coulomb's law and the electric field concept to interpret electrostatic phenomena at the beginning of a second-year engineering course. Results indicate that most students do not correctly apply the symmetry of Coulomb's law. Although they have a coherent mental model, their version is not consistent with that which is scientifically accepted, and they confuse the concept of the electric field with the force between charges.Downloads
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References
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Clement, J., Brown, D. E. y Zietsman, A. (1989). Not all preconceptions are misconceptions: finding ‘anchoring conceptions’ for grounding instruction on students’ intuitions. International Journal of Science Education, 11, 554-565.
Cohen, R., Eylon, B. y Ganiel, U. (1983). Potential difference and current in simple electric circuits: A study of students’ concepts. American Journal of Physics, 51 (5), 407-412.
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Furió, C. y Guisasola, J. (2003). Learning the electric field concept as oriented research activity. Science Education, 87 (5), 640-662.
Galili, I. (1995). Mechanics background influences students’ conceptions in Electromagnetism. International Journal of Science Education, 17 (3), 371-387.
Greca, I. M. y Moreira, M. A. (1998). Modelos mentales y aprendizaje de Física en Electricidad y Magnetismo. Enseñanza de las Ciencias, 16 (2), 289-303.
Greca, I. M. y Moreira, M. A. (2001). Mental, physical and mathematical models in the teaching and learning of Physics. Science Education, 86 (1), 106-121.
Gutiérrez, R. (2000). Mental Models and the fine structure of conceptual change. International conference Physics Teacher Education beyond 2000. Barcelona: GIREP.
McDermott, L. C. y Redish, E. F. (1999). Resource letter on Physics Education Research. American Journal of Physics 67 (9), 755.
Periago, C. y Bohigas, X. (2005). A study of second-year engineering students’ alternative conceptions about electric potential, current intensity and Ohm’s law. European Journal of Engineering Education, 30 (1), 71-80.
Sánchez Carrión, J. J. (1984). Introducción a las técnicas de análisis multivariable aplicadas a las ciencias sociales. Madrid: Centro de investigaciones sociológicas.
Shipstone, D. M. (1984). A study of children’s understanding of electricity in simple DC circuits. European Journal of Science Education, 6 (2), 185-198.
Viennot, L. y Raison, S. (1992). Students’ reasoning about the superposition of electric fields. International Journal of Science Education, 14 (4), 475-487.
Viennot, L. y Raison, S. (1999). Design and evaluation of a research-based teaching sequence: the superposition of electric fields. International Journal of Science Education, 21 (1), 1-16.
Vosniadou, S. , Ioannides, C., Dimitrakopoulou, A. y Papademetriou, E. (2001). Designing learning environments’ to promote conceptual change in science. Learning and Instruction, 11, 381-419.
Vosniadou, S. (2002). On the nature of naïve Physics. In Reconsidering conceptual change. En M. Limón and L. Mason (Eds.), Issues in theory and practice (pp. 00), Ciudad: Kluwer Academic Press.
Benseghir, A. y Closset, J. L. (1996). The electrostatics-electrokinetics transition: historical and educational difficulties. International Journal of Science Education, 18 (2), 179-191.
Brown, D. E. (1992). Using examples and analogies to remediate misconceptions in Physics: factors influencing conceptual change. Journal of Research in Science Teaching, 29 (1), 17-34.
Campanario, J. M. y Otero, J. C. (2000). Más allá de las ideas previas como dificultades de aprendizaje: las pautas de pensamiento, las concepciones epistemológicas y las estrategias metacognitivas de los alumnos de Ciencias. Enseñanza de las Ciencias, 18 (2), 155-169.
Clement, J., Brown, D. E. y Zietsman, A. (1989). Not all preconceptions are misconceptions: finding ‘anchoring conceptions’ for grounding instruction on students’ intuitions. International Journal of Science Education, 11, 554-565.
Cohen, R., Eylon, B. y Ganiel, U. (1983). Potential difference and current in simple electric circuits: A study of students’ concepts. American Journal of Physics, 51 (5), 407-412.
Furió, C. y Guisasola, J. (1998). Difficulties in learning the concept of electric field. Science Education, 82 (4), 511-526.
Furió, C. y Guisasola, J. (2003). Learning the electric field concept as oriented research activity. Science Education, 87 (5), 640-662.
Galili, I. (1995). Mechanics background influences students’ conceptions in Electromagnetism. International Journal of Science Education, 17 (3), 371-387.
Greca, I. M. y Moreira, M. A. (1998). Modelos mentales y aprendizaje de Física en Electricidad y Magnetismo. Enseñanza de las Ciencias, 16 (2), 289-303.
Greca, I. M. y Moreira, M. A. (2001). Mental, physical and mathematical models in the teaching and learning of Physics. Science Education, 86 (1), 106-121.
Gutiérrez, R. (2000). Mental Models and the fine structure of conceptual change. International conference Physics Teacher Education beyond 2000. Barcelona: GIREP.
McDermott, L. C. y Redish, E. F. (1999). Resource letter on Physics Education Research. American Journal of Physics 67 (9), 755.
Periago, C. y Bohigas, X. (2005). A study of second-year engineering students’ alternative conceptions about electric potential, current intensity and Ohm’s law. European Journal of Engineering Education, 30 (1), 71-80.
Sánchez Carrión, J. J. (1984). Introducción a las técnicas de análisis multivariable aplicadas a las ciencias sociales. Madrid: Centro de investigaciones sociológicas.
Shipstone, D. M. (1984). A study of children’s understanding of electricity in simple DC circuits. European Journal of Science Education, 6 (2), 185-198.
Viennot, L. y Raison, S. (1992). Students’ reasoning about the superposition of electric fields. International Journal of Science Education, 14 (4), 475-487.
Viennot, L. y Raison, S. (1999). Design and evaluation of a research-based teaching sequence: the superposition of electric fields. International Journal of Science Education, 21 (1), 1-16.
Vosniadou, S. , Ioannides, C., Dimitrakopoulou, A. y Papademetriou, E. (2001). Designing learning environments’ to promote conceptual change in science. Learning and Instruction, 11, 381-419.
Vosniadou, S. (2002). On the nature of naïve Physics. In Reconsidering conceptual change. En M. Limón and L. Mason (Eds.), Issues in theory and practice (pp. 00), Ciudad: Kluwer Academic Press.
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Published
2010-05-01
