Applying module analysis to the Conceptual Survey of Electricity and Magnetism

The Conceptual Survey of Electricity and Magnetism (CSEM) is a widely used multiple-choice instrument measuring a student’s conceptual understanding of electricity and magnetism. This study applied modified module analysis (MMA) and modified module analysis—partial (MMA-P), network analytic methods...

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Autores principales:	Christopher Wheatley, James Wells, Rachel Henderson, John Stewart
Formato:	article
Lenguaje:	EN
Publicado:	American Physical Society 2021
Materias:	Special aspects of education LC8-6691 Physics QC1-999
Acceso en línea:	https://doaj.org/article/d7579b2b77a64ded81cde7cb399f582f
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spelling	oai:doaj.org-article:d7579b2b77a64ded81cde7cb399f582f2021-12-02T13:27:25ZApplying module analysis to the Conceptual Survey of Electricity and Magnetism10.1103/PhysRevPhysEducRes.17.0101022469-9896https://doaj.org/article/d7579b2b77a64ded81cde7cb399f582f2021-01-01T00:00:00Zhttp://doi.org/10.1103/PhysRevPhysEducRes.17.010102http://doi.org/10.1103/PhysRevPhysEducRes.17.010102https://doaj.org/toc/2469-9896The Conceptual Survey of Electricity and Magnetism (CSEM) is a widely used multiple-choice instrument measuring a student’s conceptual understanding of electricity and magnetism. This study applied modified module analysis (MMA) and modified module analysis—partial (MMA-P), network analytic methods that identify groups of correlated responses, to CSEM data from two institutions (N=2538 and 3595). In module analysis, groups of correlated responses are called “communities.” As in previous applications of MMA and MMA-P to mechanics conceptual inventories, a number of communities related to physics concepts and some communities related to the structure of blocked items in the inventory were identified. An item block is a set of items all referring to each other or to a common stem. Many blocked communities involved responses where the response to the later item would be correct if the response to the earlier item was correct. This suggests a modified scoring rubric for the CSEM is needed to account for these connections between items. A modified scoring rubric is proposed; however, the modified overall average scores changed by less than 1%. The communities of incorrect responses to the CSEM related to physical concepts had varied explanations. These explanations ranged from seemingly straightforward errors (the electric field pointing to higher potential or reversing the right-hand rule), to misconceptions about Newton’s 2nd and 3rd laws carried over from mechanics, to naive reasoning conflating general topics in electricity and magnetism. The identification of incorrect communities allowed the computation of misconception scores showing how prevalent the misconceptions were in the classes studied.Christopher WheatleyJames WellsRachel HendersonJohn StewartAmerican Physical SocietyarticleSpecial aspects of educationLC8-6691PhysicsQC1-999ENPhysical Review Physics Education Research, Vol 17, Iss 1, p 010102 (2021)
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 Christopher Wheatley James Wells Rachel Henderson John Stewart Applying module analysis to the Conceptual Survey of Electricity and Magnetism
description	The Conceptual Survey of Electricity and Magnetism (CSEM) is a widely used multiple-choice instrument measuring a student’s conceptual understanding of electricity and magnetism. This study applied modified module analysis (MMA) and modified module analysis—partial (MMA-P), network analytic methods that identify groups of correlated responses, to CSEM data from two institutions (N=2538 and 3595). In module analysis, groups of correlated responses are called “communities.” As in previous applications of MMA and MMA-P to mechanics conceptual inventories, a number of communities related to physics concepts and some communities related to the structure of blocked items in the inventory were identified. An item block is a set of items all referring to each other or to a common stem. Many blocked communities involved responses where the response to the later item would be correct if the response to the earlier item was correct. This suggests a modified scoring rubric for the CSEM is needed to account for these connections between items. A modified scoring rubric is proposed; however, the modified overall average scores changed by less than 1%. The communities of incorrect responses to the CSEM related to physical concepts had varied explanations. These explanations ranged from seemingly straightforward errors (the electric field pointing to higher potential or reversing the right-hand rule), to misconceptions about Newton’s 2nd and 3rd laws carried over from mechanics, to naive reasoning conflating general topics in electricity and magnetism. The identification of incorrect communities allowed the computation of misconception scores showing how prevalent the misconceptions were in the classes studied.
format	article
author	Christopher Wheatley James Wells Rachel Henderson John Stewart
author_facet	Christopher Wheatley James Wells Rachel Henderson John Stewart
author_sort	Christopher Wheatley
title	Applying module analysis to the Conceptual Survey of Electricity and Magnetism
title_short	Applying module analysis to the Conceptual Survey of Electricity and Magnetism
title_full	Applying module analysis to the Conceptual Survey of Electricity and Magnetism
title_fullStr	Applying module analysis to the Conceptual Survey of Electricity and Magnetism
title_full_unstemmed	Applying module analysis to the Conceptual Survey of Electricity and Magnetism
title_sort	applying module analysis to the conceptual survey of electricity and magnetism
publisher	American Physical Society
publishDate	2021
url	https://doaj.org/article/d7579b2b77a64ded81cde7cb399f582f
work_keys_str_mv	AT christopherwheatley applyingmoduleanalysistotheconceptualsurveyofelectricityandmagnetism AT jameswells applyingmoduleanalysistotheconceptualsurveyofelectricityandmagnetism AT rachelhenderson applyingmoduleanalysistotheconceptualsurveyofelectricityandmagnetism AT johnstewart applyingmoduleanalysistotheconceptualsurveyofelectricityandmagnetism
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Applying module analysis to the Conceptual Survey of Electricity and Magnetism

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