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Developing instruction in magnetostatics at undergraduate level Part 2 Multi-step tasks as an instructional tool resulted from Educational Reconstruction

Author(s): M. Saarelainen | M. A. Asikainen | P. E. Hirvonen

Journal: Latin-American Journal of Physics Education
ISSN 1870-9095

Volume: 5;
Issue: 4;
Start page: 644;
Date: 2011;
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Keywords: Undergraduate | electromagnetics | magnetic field concept.

In this study the model of Educational Reconstruction was used to develop a teaching sequence in university magnetostatics to help students to learn the concepts of magnetic field and force. A developed teaching sequence with novel multi-step tasks was implemented and student learning was monitored. The results indicate that students‟ learning results were better after implementation of the teaching sequence and some typical misconceptions could be avoided. In addition, the students learned to use vector relations as a powerful method in support of their thinking and in problem-solving in magnetostatics. It seems that Educational Reconstruction is a functional method for making use of recognized learning difficulties, the physical content and the aims of the instruction in developing effective teaching in physics. This article is the second part of a study whose empirical background is reported in Part 1.

Tango Jona
Tangokurs Rapperswil-Jona

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