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written by Thomas M. Scaife and Andrew F. Heckler
In a study of student understanding of the power dissipated through simple networks of resistors, two consistent, contradictory response patterns were identified: a greater equivalent resistance always dissipates more power, and a lesser equivalent resistance always dissipates more power. After completing one of two sequences of practice-questions, the performance of students who had initially thought that less resistance meant more power improved, while the performance of the opposing group did not--despite one of the practice sequences specifically addressing the idea that more resistance means more power. Because one prior conception appears to be susceptible to practice while the other does not, specific attention must be given to interactions between differing ideas and the physical concept being taught. If an instructor only examines the performance of the entire class, an overall increase in performance might mask a misalignment between instruction and the understanding of a significant, pre-defined number of students.
Physics Education Research Conference 2012
Part of the PER Conference series
Philadelphia, PA: August 1-2, 2012
Volume 1513, Pages 370-373
Subjects ADS Supplements Resource Types
Education - Basic Research
- Alternative Conceptions
Electricity & Magnetism
- DC Circuits
= Power and Energy
- Reference Material
= Research study
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Formats:
application/pdf
non-digital
Mirror:
http://dx.doi.org/10.1063/1.4789729
Access Rights:
Free access and
Available for purchase
A preprint of the work is available. A hard copy of the PERC 2012 proceedings is available for purchase from the AIP.
Restriction:
© 2012 American Institute of Physics
DOI:
10.1063/1.4789729
PACSs:
01.40.Fk
01.40.Ha
Keyword:
PERC 2012
Record Cloner:
Metadata instance created July 1, 2013 by Zachary Davis
Record Updated:
December 17, 2013 by Lyle Barbato
Last Update
when Cataloged:
January 24, 2013
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Record Link
AIP Format
T. Scaife and A. Heckler, presented at the Physics Education Research Conference 2012, Philadelphia, PA, 2012, WWW Document, (http://www.compadre.org/Repository/document/ServeFile.cfm?ID=12855&DocID=3387).
AJP/PRST-PER
T. Scaife and A. Heckler, The dependence of instructional outcomes on individual differences: An example from DC circuits, presented at the Physics Education Research Conference 2012, Philadelphia, PA, 2012, <http://www.compadre.org/Repository/document/ServeFile.cfm?ID=12855&DocID=3387>.
APA Format
Scaife, T., & Heckler, A. (2012, August 1-2). The dependence of instructional outcomes on individual differences: An example from DC circuits. Paper presented at Physics Education Research Conference 2012, Philadelphia, PA. Retrieved October 30, 2014, from http://www.compadre.org/Repository/document/ServeFile.cfm?ID=12855&DocID=3387
Chicago Format
Scaife, Thomas, and Andrew F. Heckler. "The dependence of instructional outcomes on individual differences: An example from DC circuits." Paper presented at the Physics Education Research Conference 2012, Philadelphia, PA, August 1-2, 2012. http://www.compadre.org/Repository/document/ServeFile.cfm?ID=12855&DocID=3387 (accessed 30 October 2014).
MLA Format
Scaife, Thomas, and Andrew F. Heckler. "The dependence of instructional outcomes on individual differences: An example from DC circuits." Physics Education Research Conference 2012. Philadelphia, PA: 2012. 370-373 Vol. 1513 of PER Conference. 30 Oct. 2014 <http://www.compadre.org/Repository/document/ServeFile.cfm?ID=12855&DocID=3387>.
BibTeX Export Format
@inproceedings{ Author = "Thomas Scaife and Andrew F. Heckler", Title = {The dependence of instructional outcomes on individual differences: An example from DC circuits}, BookTitle = {Physics Education Research Conference 2012}, Pages = {370-373}, Address = {Philadelphia, PA}, Series = {PER Conference}, Volume = {1513}, Month = {August 1-2}, Year = {2012} }
Refer Export Format

%A Thomas Scaife
%A Andrew F. Heckler
%T The dependence of instructional outcomes on individual differences: An example from DC circuits
%S PER Conference
%V 1513
%D August 1-2 2012
%P 370-373
%C Philadelphia, PA
%U http://www.compadre.org/Repository/document/ServeFile.cfm?ID=12855&DocID=3387
%O Physics Education Research Conference 2012
%O August 1-2
%O application/pdf

EndNote Export Format

%0 Conference Proceedings
%A Scaife, Thomas
%A Heckler, Andrew F.
%D August 1-2 2012
%T The dependence of instructional outcomes on individual differences: An example from DC circuits
%B Physics Education Research Conference 2012
%C Philadelphia, PA
%V 1513
%P 370-373
%S PER Conference
%8 August 1-2
%U http://www.compadre.org/Repository/document/ServeFile.cfm?ID=12855&DocID=3387


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The AJP/PRST-PER presented is based on the AIP Style with the addition of journal article titles and conference proceeding article titles.

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The dependence of instructional outcomes on individual differences: An example from DC circuits:


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