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Additional Supporting Information may be found in the online version of this article at the publisher's web-site.

FilenameFormatSizeDescription
tea21096-sm-SuppData-S1.doc149KSupporting Information.
tea21096-sm-SuppFig-S1.docx155K

Figure S1.1. Charges and fields interactive simulation.

Figure S1.2. Faraday's electromagnetic lab.

tea21096-sm-SuppFig-S2.doc1115K

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.

tea21096-sm-SuppFig-S3.doc1353K

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.doc88KTable S1. Pre- and post-intervention scores of the students in the CCS and CPS classes.

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