Examining Knowledge Levels of High School Students Related to Conductors at Electrostatic Equilibrium and Electric Field Lines Using the Drawing Method

Exploring dynamic pedagogical content knowledge across fundamental concepts of electrostatics

“…The misconception is that some learners believe that all charges, regardless of polarity spontaneously move in the direction of the electric field (e.g., Bilal & Erol, 2009). Nevertheless, when drawing electric field patterns, he emphasized that field lines must neither touch nor cross, as this is a common challenge documented in the literature (Taskin & Yavas, 2019). Jabulani was therefore allocated a basic (2) score for addressing 'a few areas of learners' difficulties.…”

“…Regarding electrostatic forces and electric field strengths, she emphasized that signs of charges must be excluded in calculations because they indicated the polarity of charges. In terms of electric fields, she emphasized that electric field lines neither touch nor cross, which is a typical challenge that learners face (Taskin & Yavas, 2019). Regarding missed opportunities, an explicit opportunity emerged when solving problems involving resultant electrostatic forces in 2D.…”

High school student difficulties in drawing the field lines for two magnets

“…Student difficulties in using the field lines representation of a vector field were investigated in some previous studies [7][8][9][10][11][12][13][14][15][16][17][18][19][20]. Authors have pointed out that the field lines representation shares common elements with 'spontaneous' representations of a force field that students provide without instruction.…”