Report and recommendations on multimedia materials for teaching and learning electricity and magnetism

Dębowska, E.; Girwidz, Raimund; Greczyło, Tomasz; Kohnle, Antje; Mason, B. A.; Mathelitsch, Leopold; Melder, T; Michelini, Marisa; Ruddock, I. S.; Silva, J

doi:10.1088/0143-0807/34/3/l47

Cited by 22 publications

(14 citation statements)

References 4 publications

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“…Some examples of blended representations are graphical and mathematical descriptions of oscillations (Figure ) and sound wave propagation (Figure ). Other multimedia resources used are short produced videos of hands‐on experiments, for example, about resonance, and embedded applets taken from the web, which meet the established evaluation criteria .…”

Section: Rationale For the Design Of The Online Course—resulting Mainmentioning

confidence: 99%

Traditional versus hypertextual index in an online course on Oscillation and Wave Physics

Pejuan

López

2018

Comp Applic In Engineering

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An online course on Oscillation and Wave Physics (https://ocw.upc.edu/webs/42254/Acustica_EN/) was implemented. As the first objective, this article describes its main features, especially the two types of indexes for accessing the different items (a traditional linear index, and a hypertextual index based on a concept map). The second objective is to describe the students’ response to the one index in comparison to the other. As a qualitative response (perception), obtained from the students’ free comments, some advantages of the hypertextual index were found, for example, the ability to raise curiosity about physics contents, or the building of a convenient attitude for learning autonomously. Some drawbacks perceived, which are put into perspective, were the possible equivocal interpretation of the guiding questions, or the uncertainty about following the optimal order of items. As a quantitative response (performance in exams), a small but significant difference was found only for two subtopics related to cross‐linked relationships between different conceptual aspects. This can be explained by a deeper internalization of these relationships through the concept map underlying the hypertextual index.

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Section: Rationale For the Design Of The Online Course—resulting Mainmentioning

confidence: 99%

Traditional versus hypertextual index in an online course on Oscillation and Wave Physics

Pejuan

López

2018

Comp Applic In Engineering

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“…Altherr et al (2004) have compiled a set of these databases that seem to be representative and comprehensive and have initiated a discussion about evaluation criteria, stating a list of criteria characterized by detailed questions. These are accepted quality criteria used as review rubric for the rating of simulations and other multimedia materials (Debowska et al, 2013).…”

Section: Applet Quality Evaluation -Current Situationmentioning

confidence: 99%

An evaluation tool for physics applets

Pejuan

Bohigas

Jaén

2016

J. Technol. Sci. Educ.

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Physics applets are well known appealing resources to teach and learn physics, and a large number of them are available on the Internet. Nevertheless, not all of them are of the same quality, because such applets do not fit every specific teaching/learning purpose. The start question was which features should have a physics applet in order that it can be considered a good applet according to our experience as teachers or lecturers. The answer should be based on practical evaluations of applets from the Internet, taking quality evaluation criteria already published into account. In this way, an evaluation tool was developed as a rubric which draws attention to the different aspects of an applet that are relevant for teaching or learning a physics topic, grouping these aspects into five categories. Each category is given a separate scoring based on a preparatory qualitative evaluation of the aforementioned aspects. This evaluation tool has been tested on five physics applets by four secondaryschool teachers as experts in first-year students' background. The results show the suitability degree of each of these applets as resources for different teaching/learning environments, as well as the suitability of the evaluation tool itself. In addition, the evaluation tool simplifies the interchange of information on physics applets among teachers and lecturers.

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“…Several prior studies by several groups have focused on the difficulties of introductory physics students with electricity and magnetism and strategies that may help students learn these concepts better [16][17][18][19][20][21][22][23][24][25][26][27][28][29][30][31][32][33][34][35]. McDermott, Shaffer, and the Physics Education Group at University of Washington have performed investigations of the difficulties students have with learning introductory physics concepts and developed an inquiry-based curriculum on various topics, e.g., electrical circuits, that focuses on significantly reducing the difficulties [16][17][18].…”

Section: Prior Investigations In Introductory Electricity and Magmentioning

confidence: 99%

“…Guruswamy et al [23] studied student understanding of transfer of charge between conductors, and Guisasola et al [24][25][26] have carried out investigations related to student understanding of capacitors. Dębowska et al reported on robust multimedia resources to help students learn electricity and magnetism [27]. Savelsbergh et al have investigated the role of situational knowledge in learning electricity and magnetism [28].…”

Section: Prior Investigations In Introductory Electricity and Magmentioning

confidence: 99%

Investigating and improving introductory physics students’ understanding of electric field and the superposition principle: The case of a continuous charge distribution

Singh

2019

Phys. Rev. Phys. Educ. Res.

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We discuss an investigation of the difficulties that students in a calculus-based university introductory physics course have with electric field and the superposition principle for the case of a continuous charge distribution and how that research was used as a guide in the development, validation, and evaluation of a tutorial on these topics to help students learn these concepts. The tutorial uses a guided inquiry-based approach to learning and involved an iterative process of development and validation. During the validation process, we obtained feedback both from physics instructors who regularly teach introductory courses in which these concepts are taught and from students for whom the tutorial is intended. Then the final version of the tutorial was administered in several sections of a calculus-based introductory physics course after traditional lecture-based instruction in relevant concepts. We discuss the performance of students in individual interviews and on the pretest administered before the tutorial (but after traditional lecture-based instruction) and on the post-test administered after the tutorial in three sections of the introductory physics course. We also compare student performance in several sections of the course in which students worked on the tutorial with another section in which students only learned the material via traditional lecture-based instruction. We find that students who used the tutorial performed significantly better compared to those who learned the material only via traditional lecture-based instruction.

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Report and recommendations on multimedia materials for teaching and learning electricity and magnetism

Cited by 22 publications

References 4 publications

Traditional versus hypertextual index in an online course on Oscillation and Wave Physics

Traditional versus hypertextual index in an online course on Oscillation and Wave Physics

An evaluation tool for physics applets

Investigating and improving introductory physics students’ understanding of electric field and the superposition principle: The case of a continuous charge distribution

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