Designing and Evaluating Research-Based Instructional Sequences for Introducing Magnetic Fields

Abstract

This study examines the didactic suitability of introducing a teaching sequence when teaching the concept of magnetic fields within introductory physics courses at the university level. This instructional sequence was designed taking into account students' common conceptions, an analysis of the course content, and the history of the development of ideas about magnetic fields. The evaluation is undertaken by comparing the results with a control group using written questionnaires and analyzing recordings of class discussion. The results show that the elements within the sequence help students to reconcile an overall description with field analysis of magnetic interactions.KEY WORDS: designing instructional sequences, student learning, teaching of magnetic fields As a follow-up to empirical studies addressing students' conceptions (Wandersee, Mintzes, & Novak, 1994;Duit, 2006), and to theoretical developments on teaching and learning as a constructive activity, researchers have developed research-based instructional approaches for improving students' understanding of scientific knowledge (Meheut & Psillos, 2004). The study presented here draws on an educational research model that emphasizes the research-based approach to practical problems. These problems become the focus of research projects; they generate results with practical use and contribute to developing educational science (Kelley, 2003). One distinctive feature of these studies is their dual character, which involves both research tools and innovation aiming at the handling of specific topic-related learning problems.The aim of this paper is to present the design and evaluation of a teaching-learning sequence for introducing the model of magnetic field. In accordance with Méheut & Psillos (2004), we understand by 'teachinglearning sequence' a term widely used to denote the close linkage between the proposed teaching and the expected student-learning outcomes of a research-based, topic-oriented sequence. The approach presented here falls within the line of research where teaching and learning are investigated at a detailed level (involving a single topic sequence) rather than at a whole curriculum level, carried out over 1 or 2 years.The goal of the teaching-learning sequence is to help students reconcile their (often erroneous) ideas about the concept of magnetic field with scientific theory and to enable these students to use a model to explain and predict the interactions both between magnets, and between magnets and currents. We hoped that as a result of their involvement in the activities of the teaching-learning sequence they would changes their views of magnetic interactions. In this task the following questions were asked:

Teaching and Learning Pressure and Fluids

“…According to Psillos and Kariotoglou, "A TLS is often both a research process and a product, which includes research-based structured teaching-learning activities. Frequently, a TLS develops iteratively out of several implementations, in accordance with a cyclical evolutionary process based on research data, which results in its being improved, with empirically validated expected students' outcomes from the planned activities" [18,20]. Several researchers agree with this outline of a TLS [20,21].…”

Promoting an Inclusive Image of Scientists Among Students: Towards Research Evidence-Based Practice

“…Now, there is considerable evidence to show that it is possible to improve students' attitudes towards science and improve their learning against specified curriculum goals when the design of a teaching sequence is informed by evidence from educational theory and research data (see, for example, the International Journal of Science Education, 2004, Special Issue on Teaching-Learning Sequences). Hence, researchers, curriculum developers and practitioners have started making use of research findings and ideas in order to improve science teaching and learning (Guisasola, Almudi, Ceberio & Zubimendi, 2010). Our work has been influenced by a number of researchers who have argued that developing effective teaching sequences and curriculum is essentially a research activity.…”

Analyzing high school students’ reasoning about electromagnetic induction

“…Students' success on conceptual surveys in electromagnetism, such as CSEM [1] and BEMA [18], was found generally to be relatively low for traditional curricula, even after instruction [1,2,18,19], indicating that electromagnetism is a difficult domain for them that requires new teaching approaches. For example, Guisasola et al [20] addressed this problem by developing a teaching sequence at the university level intended to help students develop and apply Ampere's model of the source of magnetic field and improve their understanding of magnetic field and magnetic force.…”