Superposition of Vectors and Electric Fields: A Study Using Structured Inquiry Tutorial Lessons with Upper Secondary Level Students

Autor/inn/en	Moynihan, Richard; van Kampen, Paul; Finlayson, Odilla; McLoughlin, Eilish
Titel	Superposition of Vectors and Electric Fields: A Study Using Structured Inquiry Tutorial Lessons with Upper Secondary Level Students
Quelle	In: Physics Education, 55 (2020) 2, Artikel 025012 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-9120
Schlagwörter	Physics; Science Instruction; Secondary School Students; Learning Processes; Energy; Teaching Methods; Introductory Courses; Scientific Concepts; Algebra; Geometric Concepts; Rural Schools; Disadvantaged; Pretests Posttests; Mathematics Tests; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Sekundarschüler; Learning process; Lernprozess; Energie; Teaching method; Lehrmethode; Unterrichtsmethode; Einführungskurs; Elementare Geometrie; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Tutorials in introductory physics (TIP) are a well known resource for use in third level insititutions for developing students' understanding of physics concepts. However, this resource is only sparingly used at second level. This study presents an adaptation of the approach taken in TIP to enhance the understanding of vector addition of a group of upper secondary students. The results present qualitative evidence of the development of the students' understanding of vector addition. Issues surrounding the application of their understanding to an electrostatics context are also examined. Our results indicate that the approach taken in TIP can improve student learning at second level, and contribute to the small body of literature on this topic. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01