Concepts of magnetism held by elementary school children

Haupt, George W.

doi:10.1002/sce.3730360313

Cited by 16 publications

(4 citation statements)

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“…Students' Ideas about Magnetism Haupt (1952) studied elementary school students' ideas about magnetic interactions, asking them, "Why do magnets pick up metals?" He categorized the answers into seven distinct conceptions from least accurate ("It has glue on it") to most accurate ("There is a magnet inside a metal").…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…The sources of these misconceptions were not identified, but later studies have found that at least the two first misconceptions in the list apply already with elementary students (Burgoon, Heddle, & Duran, 2010). Documented non-normative conceptions about magnetism also include ideas that magnets are electrically charged; electrostatic and magnetic interactions are the same; and a charged object will be attracted to a magnet (Borges & Gilbert, 1998;Haupt, 1952;Maloney, 1985). Even older physics students expect a magnetic force whenever an electric charge is placed in a magnetic field, and they also have a fluid flow interpretation of the effect of the magnetic field on the moving charged particle (Maloney, O'Kuma, Hieggelke, & Van Heuvelen, 2001).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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Finnish Secondary Students’ Mental Models of Magnetism

Kähkönen¹,

Sederberg²,

Viiri

et al. 2020

NorDiNa

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We examined Finnish lower secondary students’ mental models of magnetism through their drawings, written explanations and interviews. Secondary students in Finland (N=12) engaged in six lessons designed specifically to target three key concepts in understanding magnetism: structure and organization (magnetic domains), magnetic fields and magnetic interactions. We describe how, with a finite number of key concepts introduced, students reflected upon and revised their mental models of magnetism and magnetic interactions towards more sophisticated and normative scientific views. We found two new categories of students’ models: the pole model and pole/field model. The critical moments in evolving the models happened during the investigations regarding understanding magnetic fields and magnetic internal structure. This article gives an example for teachers and researchers of how to follow students’ development of mental models in science.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

Finnish Secondary Students’ Mental Models of Magnetism

Kähkönen¹,

Sederberg²,

Viiri

et al. 2020

NorDiNa

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show abstract

“…This study was still in the pilot stage and no statistical data were reported. Investigations by Andersen [3], McCollum [4], Brown f5], Haupt [6] and Inbody [7] provided information about science concept development in children.…”

Section: Related Studiesmentioning

confidence: 99%

Differences In Science Concepts Held by Children From Three Social‐Economic Levels*

Klein

1971

School Sci & Mathematics

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“…Vários desses estudos tiveram como objetivo investigar os modelos de eletricidade dos estudantes (Duit et ai, 1985). Entretanto, pouco foi feito com relação a magnetismo e eletromagnetismo, embora haja razões para se crer que as idéias dos estudantes sobre eles possam estar relacionadas com suas idéias sobre eletricidade (Haupt, 1952;Andersson, 1986). Este trabalho baseia-se num estudo dos modelos mentais de estudantes e adultos sobre eletricidade, magnetismo e eletromagnetismo (Borges, 1996;1997;Borges e Gilbert, 1998), e objetiva explorar como tais modelos evoluem à medida que os sujeitos ganham maior compreensão conceituai e experiência com as áreas em questão.…”

Section: Introductionunclassified

Como Evoluem Os Modelos Mentais

Borges

1999

Ens. Pesqui. Educ. Ciênc. (Belo Horizonte)

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A. Tarciso Borges Col. Técnico, UFMG RESUMO: Após revisão da literatura onde se define o conceito de modelo mental, apresentamos resultados de estudo sobre os modelos mentais de eletricidade, magnetismo e eletromagnetismo de seis grupos de indivíduos. Entre estudantes e profissionais com experiências de escolarização diversificadas, foram entrevistadas 56 pessoas. As entrevistas ocorreram enquanto se realizaram experimentos com imãs, eletroímãs e circuitos elétricos simples. Foram identificados quatro modelos de eletricidade, cinco de magnetismo e três para explicar o magnetismo no eletroímã. Apresentamos os dados desse estudo centrando atenção na evolução dos modelos identificados. Em nossa análise, destacamos quais aspectos dos modelos sofrem mudanças significativas à medida que os sujeitos ganham maior compreensão conceituai e experiência com os fenômenos estudados.

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Concepts of magnetism held by elementary school children

Cited by 16 publications

References 0 publications

Finnish Secondary Students’ Mental Models of Magnetism

Finnish Secondary Students’ Mental Models of Magnetism

Differences In Science Concepts Held by Children From Three Social‐Economic Levels*

Como Evoluem Os Modelos Mentais

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