Skip to Main Content
Frequently Asked Questions
Submit an ETD
Global Search Box
Need Help?
Keyword Search
Participating Institutions
Advanced Search
School Logo
Files
File List
osu1061329601.pdf (1.37 MB)
ETD Abstract Container
Abstract Header
Students' models in some topics of electricity & magnetism
Author Info
Warnakulasooriya, Rasil
Permalink:
http://rave.ohiolink.edu/etdc/view?acc_num=osu1061329601
Abstract Details
Year and Degree
2003, Doctor of Philosophy, Ohio State University, Physics.
Abstract
Model-based learning have been emphasized by many researchers. Furthermore, many theories have been put forward by researchers on how students reason. However, how the theories of reasoning are manifested within the context of electricity and magnetism and how to implement a model-based learning environment within such a context has not been the object of research. In this dissertation, we address the above two concerns. We probe students' reasoning through a model-based diagnostic instrument. The instrument consists of a set of related multiple-choice questions that can be categorized as belonging to the same conceptual domain. The contextual features of a set are also kept to a minimum. We find that students' responses are tied to the models they have constructed or construct on the spot when faced with novel situations. We find that the concepts such as electric fields and electric potentials exist as mere “definitions” and do not contribute to forming a set of working models, and as such the need for the use of such concepts cannot be easily recognized. We also find that students function within a set of procedural rules. Whether these rules are extended directly from familiar situations through analogies or lead to constructing a set of new rules is constrained by the underlying models and the context of the questions. Models also either exist or are constructed in ways that lead students to overlook the common sense reality of physical phenomena. We also find that the way questions are perceived and interpreted are dependent on the underlying models and that different models exist without conflicting with each other. Based on the above findings, we argue that students' reasoning is context specific and is sensitive to the way the learning has taken place. Thus, we suggest a recontexualization process as a specific model-based learning environment to help students learn electricity and magnetism. The step-by-step guidance through a series of such related questions would then elucidate the context within which concepts are introduced, the limitations of particular representations and the ontological demands required by the subject.
Committee
Lei Bao (Advisor)
Pages
303 p.
Keywords
Physics Learning
;
Electricity and Magnetism
;
Physics Education
Recommended Citations
Refworks
EndNote
RIS
Mendeley
Citations
Warnakulasooriya, R. (2003).
Students' models in some topics of electricity & magnetism
[Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1061329601
APA Style (7th edition)
Warnakulasooriya, Rasil.
Students' models in some topics of electricity & magnetism.
2003. Ohio State University, Doctoral dissertation.
OhioLINK Electronic Theses and Dissertations Center
, http://rave.ohiolink.edu/etdc/view?acc_num=osu1061329601.
MLA Style (8th edition)
Warnakulasooriya, Rasil. "Students' models in some topics of electricity & magnetism." Doctoral dissertation, Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=osu1061329601
Chicago Manual of Style (17th edition)
Abstract Footer
Document number:
osu1061329601
Download Count:
4,495
Copyright Info
© 2003, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.