Physics – Physics Education
Scientific paper
Dec 2006
adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2006aas...20923407s&link_type=abstract
2007 AAS/AAPT Joint Meeting, American Astronomical Society Meeting 209, #234.07; Bulletin of the American Astronomical Society,
Physics
Physics Education
Scientific paper
New insights into student understanding of complete circuits continue to emerge from an ongoing investigation conducted by the Physics Education Group at the University of Washington. Recent results suggest that student difficulties associated with the concept of a complete circuit often persist, even after certain types of research-based instruction. Such difficulties may contribute to poor student performance when more advanced contexts (e.g., multiple battery circuits) are encountered. The insights gained from this research have strong implications for instruction and are guiding the development and refinement of instructional materials on electric circuits for several different populations.1,2
*This work has been supported in part by the National Science Foundation.
1. Physics by Inquiry, L.C. McDermott and the Physics Education Group at the University of Washington, Wiley (1996).
2. Tutorials in Introductory Physics, L.C. McDermott, P.S. Shaffer and the Physics Education Group at the University of Washington, Prentice Hall (2002).
McDermott L. C.
Shaffer Peter S.
Stetzer MacKenzie R.
van Kampen P.
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