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Concept and empirical evaluation of a new curriculum to teach electricity with a focus on voltage
written by Jan-Philipp Burde and Thomas Wilhelm
Effective reasoning about electric circuits requires a solid understanding of voltage and potential. However, most students fail to correctly analyze electric circuits as they tend to reason exclusively with current and resistance. To address these difficulties, a new curriculum based on the electron gas model was developed and empirically evaluated in a study with 790 students from Frankfurt, Germany. The study follows a pretest- posttest-control-group design and uses a recognized two-tier diagnostic test instrument, which also allows evaluating common alternative conceptions. The results of the diagnostic assessment are very promising; students taught according to the new curriculum not only develop a significantly better conceptual understanding of voltage, but also show achievement gains of about twice that of their traditionally taught peers.
Physics Education Research Conference 2017
Part of the PER Conference series
Cincinnati, OH: July 26-27, 2017
Pages 68-71
Subjects Levels Resource Types
Education - Applied Research
- Curriculum Development
Education - Basic Research
- Assessment
= Conceptual Assessment
= Instruments
Electricity & Magnetism
- DC Circuits
= Circuit Analysis
- High School
- Reference Material
= Research study
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Format:
application/pdf
Mirror:
http://dx.doi.org/10.1119/perc.20…
Access Rights:
Free access
License:
This material is released under a Creative Commons Attribution 3.0 license. Further distribution of this work must maintain attribution to the published article's author(s), title, proceedings citation, and DOI.
Rights Holder:
American Association of Physics Teachers
DOI:
10.1119/perc.2017.pr.012
Keywords:
PERC 2017, curriculum, electric circuits, electric potential, electron gas model, junior high school, voltage
Record Creator:
Metadata instance created February 26, 2018 by Lyle Barbato
Record Updated:
March 1, 2018 by Bruce Mason
Last Update
when Cataloged:
March 1, 2018
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Record Link
AIP Format
J. Burde and T. Wilhelm, presented at the Physics Education Research Conference 2017, Cincinnati, OH, 2017, WWW Document, (https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14571&DocID=4748).
AJP/PRST-PER
J. Burde and T. Wilhelm, Concept and empirical evaluation of a new curriculum to teach electricity with a focus on voltage, presented at the Physics Education Research Conference 2017, Cincinnati, OH, 2017, <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14571&DocID=4748>.
APA Format
Burde, J., & Wilhelm, T. (2017, July 26-27). Concept and empirical evaluation of a new curriculum to teach electricity with a focus on voltage. Paper presented at Physics Education Research Conference 2017, Cincinnati, OH. Retrieved September 22, 2018, from https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14571&DocID=4748
Chicago Format
Burde, Jan-Philipp, and Thomas Wilhelm. "Concept and empirical evaluation of a new curriculum to teach electricity with a focus on voltage." Paper presented at the Physics Education Research Conference 2017, Cincinnati, OH, July 26-27, 2017. https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14571&DocID=4748 (accessed 22 September 2018).
MLA Format
Burde, Jan-Philipp, and Thomas Wilhelm. "Concept and empirical evaluation of a new curriculum to teach electricity with a focus on voltage." Physics Education Research Conference 2017. Cincinnati, OH: 2017. 68-71 of PER Conference. 22 Sep. 2018 <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14571&DocID=4748>.
BibTeX Export Format
@inproceedings{ Author = "Jan-Philipp Burde and Thomas Wilhelm", Title = {Concept and empirical evaluation of a new curriculum to teach electricity with a focus on voltage}, BookTitle = {Physics Education Research Conference 2017}, Pages = {68-71}, Address = {Cincinnati, OH}, Series = {PER Conference}, Month = {July 26-27}, Year = {2017} }
Refer Export Format

%A Jan-Philipp Burde
%A Thomas Wilhelm
%T Concept and empirical evaluation of a new curriculum to teach electricity with a focus on voltage
%S PER Conference
%D July 26-27 2017
%P 68-71
%C Cincinnati, OH
%U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14571&DocID=4748
%O Physics Education Research Conference 2017
%O July 26-27
%O application/pdf

EndNote Export Format

%0 Conference Proceedings
%A Burde, Jan-Philipp
%A Wilhelm, Thomas
%D July 26-27 2017
%T Concept and empirical evaluation of a new curriculum to teach electricity with a focus on voltage
%B Physics Education Research Conference 2017
%C Cincinnati, OH
%P 68-71
%S PER Conference
%8 July 26-27
%U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14571&DocID=4748


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