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

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 analysi...

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Autores principales:	Kristina Zuza, Mieke De Cock, Paul van Kampen, Thomas Kelly, Jenaro Guisasola
Formato:	article
Lenguaje:	EN
Publicado:	American Physical Society 2020
Materias:	Special aspects of education LC8-6691 Physics QC1-999
Acceso en línea:	https://doaj.org/article/211194231ca94044a4163a2c9c4d2396
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id	oai:doaj.org-article:211194231ca94044a4163a2c9c4d2396
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spelling	oai:doaj.org-article:211194231ca94044a4163a2c9c4d23962021-12-02T15:31:14ZGuiding students towards an understanding of the electromotive force concept in electromagnetic phenomena through a teaching-learning sequence10.1103/PhysRevPhysEducRes.16.0201102469-9896https://doaj.org/article/211194231ca94044a4163a2c9c4d23962020-08-01T00:00:00Zhttp://doi.org/10.1103/PhysRevPhysEducRes.16.020110http://doi.org/10.1103/PhysRevPhysEducRes.16.020110https://doaj.org/toc/2469-9896In 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.Kristina ZuzaMieke De CockPaul van KampenThomas KellyJenaro GuisasolaAmerican Physical SocietyarticleSpecial aspects of educationLC8-6691PhysicsQC1-999ENPhysical Review Physics Education Research, Vol 16, Iss 2, p 020110 (2020)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Physics QC1-999
spellingShingle	Special aspects of education LC8-6691 Physics QC1-999 Kristina Zuza Mieke De Cock Paul van Kampen Thomas Kelly Jenaro Guisasola Guiding students towards an understanding of the electromotive force concept in electromagnetic phenomena through a teaching-learning sequence
description	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.
format	article
author	Kristina Zuza Mieke De Cock Paul van Kampen Thomas Kelly Jenaro Guisasola
author_facet	Kristina Zuza Mieke De Cock Paul van Kampen Thomas Kelly Jenaro Guisasola
author_sort	Kristina Zuza
title	Guiding students towards an understanding of the electromotive force concept in electromagnetic phenomena through a teaching-learning sequence
title_short	Guiding students towards an understanding of the electromotive force concept in electromagnetic phenomena through a teaching-learning sequence
title_full	Guiding students towards an understanding of the electromotive force concept in electromagnetic phenomena through a teaching-learning sequence
title_fullStr	Guiding students towards an understanding of the electromotive force concept in electromagnetic phenomena through a teaching-learning sequence
title_full_unstemmed	Guiding students towards an understanding of the electromotive force concept in electromagnetic phenomena through a teaching-learning sequence
title_sort	guiding students towards an understanding of the electromotive force concept in electromagnetic phenomena through a teaching-learning sequence
publisher	American Physical Society
publishDate	2020
url	https://doaj.org/article/211194231ca94044a4163a2c9c4d2396
work_keys_str_mv	AT kristinazuza guidingstudentstowardsanunderstandingoftheelectromotiveforceconceptinelectromagneticphenomenathroughateachinglearningsequence AT miekedecock guidingstudentstowardsanunderstandingoftheelectromotiveforceconceptinelectromagneticphenomenathroughateachinglearningsequence AT paulvankampen guidingstudentstowardsanunderstandingoftheelectromotiveforceconceptinelectromagneticphenomenathroughateachinglearningsequence AT thomaskelly guidingstudentstowardsanunderstandingoftheelectromotiveforceconceptinelectromagneticphenomenathroughateachinglearningsequence AT jenaroguisasola guidingstudentstowardsanunderstandingoftheelectromotiveforceconceptinelectromagneticphenomenathroughateachinglearningsequence
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Guiding students towards an understanding of the electromotive force concept in electromagnetic phenomena through a teaching-learning sequence

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