Students' conceptual change in electricity and magnetism using simulations: A comparison of cognitive perturbation and cognitive conflict
Article first published online: 10 JUL 2013
Copyright © 2013 Wiley Periodicals, Inc.
Journal of Research in Science Teaching
Special Issue: Special Issue on Discipline-Centered Postsecondary Science Education Research
Volume 50, Issue 6, pages 677–698, August 2013
How to Cite
Dega, B. G., Kriek, J. and Mogese, T. F. (2013), Students' conceptual change in electricity and magnetism using simulations: A comparison of cognitive perturbation and cognitive conflict. J. Res. Sci. Teach., 50: 677–698. doi: 10.1002/tea.21096
- Issue published online: 19 JUL 2013
- Article first published online: 10 JUL 2013
- Manuscript Accepted: 10 JUN 2013
- Manuscript Received: 22 FEB 2013
Additional Supporting Information may be found in the online version of this article at the publisher's web-site.
Figure S1.1. Charges and fields interactive simulation.
Figure S1.2. Faraday's electromagnetic lab.
Figure S2.1. Electric potential and equipotential curves around a positive charge that the students were guided to draw with simulation after their prediction.
Figure S2.2. Electric potential and equipotential curves around a negative charge that the students were guided to draw with simulation after their prediction.
Figure S2.3. The students were made to draw electric potential and equipotential curves around several charges with simulation.
Figure S2.4. Faraday's Law of induction shown by simulated generator to dissatisfy students' alternative conceptions.
Figure S3.1. Students were guided to manipulate electric potential of a positive charge and equipotential curves.
Figure S3.2. Students were guided to manipulate electric potential of a negative charge and equipotential curves.
Figure S3.3. Students' manipulation of electric potential of two point changes.
Figure S3.4. Students' manipulation of equipotential lines and electric field lines.
Figure S3.5. Magnetic field strength of a bar magnet measured with the field meter.
Figure S3.6. Relating magnetic field strength variation with the deflection of the voltmeter.
Figure S3.7. Relating magnetic field strength variation with the deflection of the voltmeter.
Figure S3.8. Hydroelectric generator simulation used for refining students understanding of induction.
|tea21096-sm-0001-SupTab-S1.doc||88K||Table S1. Pre- and post-intervention scores of the students in the CCS and CPS classes.|
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