Guiding students towards an understanding of the electromotive force conceptin electromagnetic phenomena through a teaching-learning sequence
dc.contributor.author | Zuza Elosegi, Kristina | |
dc.contributor.author | De Cock, Mieke | |
dc.contributor.author | Van Kampen, Paul | |
dc.contributor.author | Kelly, Thomas | |
dc.contributor.author | Guisasola Aranzabal, Genaro | |
dc.date.accessioned | 2020-11-20T13:01:34Z | |
dc.date.available | 2020-11-20T13:01:34Z | |
dc.date.issued | 2020-08-03 | |
dc.identifier.citation | Physical Review Physics Education Research 16(2) : (2020) // Article ID 020110 | es_ES |
dc.identifier.issn | 2469-9896 | |
dc.identifier.uri | http://hdl.handle.net/10810/48467 | |
dc.description.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. | es_ES |
dc.description.sponsorship | We are grateful to Ricardo Karam and Lana Ivanjek for thorough discussions of this paper. Part of this research was founded by the Spanish government (MINECO\FEDER Project No. PID2019-105172RB-I00) and by the University of the Basque Country (GIU19/071). | es_ES |
dc.language.iso | eng | es_ES |
dc.publisher | American Physical Society | es_ES |
dc.relation | info:eu-repo/grantAgreement/MINECO/PID2019-105172RB-I00 | es_ES |
dc.rights | info:eu-repo/semantics/openAccess | es_ES |
dc.rights.uri | http://creativecommons.org/licenses/by/3.0/es/ | * |
dc.subject | introductory electricity | es_ES |
dc.subject | law | es_ES |
dc.title | Guiding students towards an understanding of the electromotive force conceptin electromagnetic phenomena through a teaching-learning sequence | es_ES |
dc.type | info:eu-repo/semantics/article | es_ES |
dc.rights.holder | Published by the American Physical Society under the terms oftheCreative Commons Attribution 4.0 Internationallicense.Further distribution of this work must maintain attribution tothe author(s) and the published article’s title, journal citation,and DOI. | es_ES |
dc.rights.holder | Atribución 3.0 España | * |
dc.relation.publisherversion | https://journals.aps.org/prper/abstract/10.1103/PhysRevPhysEducRes.16.020110 | es_ES |
dc.identifier.doi | 10.1103/PhysRevPhysEducRes.16.020110 | |
dc.departamentoes | Física aplicada I | es_ES |
dc.departamentoeu | Fisika aplikatua I | es_ES |
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Except where otherwise noted, this item's license is described as Published by the American Physical Society under the terms oftheCreative Commons Attribution 4.0 Internationallicense.Further distribution of this work must maintain attribution tothe author(s) and the published article’s title, journal citation,and DOI.