Magnetic phenomena and living systems in the bio area degrees

2012

The presence of conceptual knots concerning electromagnetic induction in secondary school students’ ideas (Stefanel, 2008), underline the need to create vertical curricula based on a continuum learning process starting from the phenomenology of electromagnetic interactions earlier with the first exploration of the world. The connection between scientific knowledge and everyday knowledge is one of the main problems of learning in the scientific field (Pfundt & Duit, 1993). Research in learning processes shown how knowledge requires a personal involvement and analysis of the reference interpretative elements and in particular how informal learning plays an important role in building knowledge and conceptual change (Vosniadou, 2008). To ensure that students build bridges between the local vision of common sense and the global scientific interpretation, hands-on and mind-on active involvement of students is needed (McDermott, 2004). To do so informal situations in which students can exp...

SCIENCE International Journal, 2023

Magnets are a part of students' daily experience, whether within technical devices, souvenirs, toys or included in various school experiments. The aim of this research was to gain insight into the way primary students understand magnetism and to estimate the effect of teaching to the development of concepts about magnetism. For the purpose of this research, a diagnostic knowledge test was designed which includes teaching content about the concept of magnets, their properties, interaction and application. A total of 160 of second, third and fourth grade students attending elementary schools "Siniša Glavašević" and "Nikola Andrić" from Vukovar and "Bijelo Brdo" from Bijelo Brdo, Republic of Croatia, were included in the study. The results showed that there were no statistically significant differences in knowledge test scores among girls and boys. The knowledge test achievements according to age (second, third and fourth grade) were statistically significant between second and third grade, as well as second and fourth. The difference in test scores between third and fourth grade students was observed, but it was not statistically significant. The analysis of students' responses according to each test question confirmed the absence of differences according to gender but significant differences according to age, as well as the persistence of some typical misconceptions. The overall level of knowledge test achievement was rather low throughout the sample, indicating that primary students lack sufficient knowledge and that the majority of students fail to completely and accurately answer the questions about magnetic phenomena. Based on the results of this study it could be concluded that the process of developing concepts about magnetism within the course Nature and Society from the second to the fourth grade is insufficiently effective. We recommend that the contents about magnetism should be studied from the very beginning of primary school education. Furthermore, it is necessary to apply innovative teaching methods, strategies and models, while connecting these contents with students' everyday experiences.

This study documents the mental representations of magnetism constructed by students aged 15-17 and attempts to investigate whether these display the characteristics of models with an inner cohesiveness and constancy; whether they share common features with typical historical models of the Sciences; and whether they evolve through conventional teaching. Using the part of the history of physics that refers to magnetism and the research data available, we put together a questionnaire and carried out structured interviews with a total of 40 students from the 10th and 11th grades. The results showed that a small number of students is able to express reasoning within the framework of a structured model by which to approach magnetic phenomena and that this reasoning changes according to the teaching received. We also observed similarities between some of the students' representations and those of scientists from the past, though not of a wide range.

Journal of Physics: Conference Series, 2019

The unique of magnet behaviour has been explored by many parties and attracted them to describe its characteristics using analogy. The use of magnetism concepts analogy are varies including those in the field of education. As a part of a research aiming to investigate culture-based elementary school students’ analogical thinking skill, a study on magnetism concepts analogy has been carried out. By using interview, documentary study and literature review methods, several analogies of magnetism concepts were generated with the basis of various sources of students’ cultural background and learning materials. This paper discusses the analogies, particularly those which can be delivered in elementary school science class, and their implication for education ofPesisir(costal) students. Based on the review and discussion, it was concluded that the analogies of magnetism concepts facilitate people with high educational values which can be put into practice in science learning forPesisirarea...

Journal of Physics: Conference Series, 2019

Research in physics education has long been concerned with a problem that undergraduate students acquire conceptions which are unsatisfactory from the scientific point of view. It is very important for educators to review further how strongly the conception is held in various domains of physics. Learning about magnetism is an important component of physics science education, thus requiring deeper analysis of understanding concepts. This research objectives to reveal the conceptual understanding about magnetism topics of undergraduate students. This research was a descriptive study to analysis 32 first year undergraduate student test results of conceptual understanding in Physics Department of State University of Makassar, South Sulawesi. The research data was obtained through technical test. These questions consists of 20 sets of question. It is has been developed by researcher and validated by experts. The result showed that only 40,9% undergraduate students understood about magnet...

Nordic Studies in Science Education

We examined Finnish lower secondary students’ mental models of magnetism through their drawings, written explanations and interviews. Secondary students in Finland (N=12) engaged in six lessons designed specifically to target three key concepts in understanding magnetism: structure and organization (magnetic domains), magnetic fields and magnetic interactions. We describe how, with a finite number of key concepts introduced, students reflected upon and revised their mental models of magnetism and magnetic interactions towards more sophisticated and normative scientific views. We found two new categories of students’ models: the pole model and pole/field model. The critical moments in evolving the models happened during the investigations regarding understanding magnetic fields and magnetic internal structure. This article gives an example for teachers and researchers of how to follow students’ development of mental models in science.

Science insights education frontiers, 2023

This research investigates the Models of eighth-grade students in Turkey pertaining to magnets and magnetic interactions, while also examining the consistency of these models within themselves. Additionally, a comparative assessment is conducted by comparing the current data with data collected from eighth-grade students a decade earlier. The study comprises 59 students in the first phase and 45 students in the second phase, all of whom briefly received formal instruction on magnetism during fourth grade. The focus of the analysis centers on identifying the students' Models and evaluating their coherence across diverse contexts in both phases. Surprisingly, despite the passage of ten years, the mental model patterns exhibited by the students in both studies remain remarkably similar. Three primary categories emerged from the students' Models of magnets, including attraction and repulsion, magnetic poles, and the composition and functionality of magnets. However, noticeable distinctions between the two studies are evident. In the earlier study, the students' responses to survey questions displayed a greater variety and detail in comparison to the responses from the later study. Moreover, the second study revealed fewer instances of inconsistent Models concerning the magnetic interaction between magnets and nails, but more instances of inaccurate Models compared to the first study. The findings of this investigation offer valuable insights to educators, guiding them in designing effective lessons and activities aimed at helping students overcome their inaccurate and inconsistent Models.

Acta Didactica Napocensia, 2009

Children's mental representations about physical concepts and phenomena play a vital role in the learning process. This is confirmed by the data derived from relevant researches which demonstrate that the students formulate incompatible ideas compared with the scientific ones. In this research we investigate the representations of 14-15 years old students about the magnetic field. One hundred and sixteen students participated in the research and the directive individual interview was the technique that we used to collect the empirical data. The results indicate that the children face difficulties in the comprehension of the nature as of the properties of the magnetic field. Zusammenfassung: Die Geistesdarstellungen der Kinder bezüglich Begriffe und Phänomene, die mit der Umwelt zusammenhängen, spielen eine lebenswichtige Rolle im Lernprozess. Dies wird durch Daten bestätigt, die von relevanten Studien abgeleitet werden und aus denen hervorgeht, dass die Schüler bezüglich der Naturerscheinungen inkompatible Ideen formulieren, wenn sie mit den wissenschaftlichen verglichen werden. In dieser Studie werden die Geistesdarstellungen über das Magnetfeld bei Schülern im Alter von 14-15 Jahren erforscht. Einhundertsechzehn Schülern nahmen insgesamt an dieser Studie teil und durch gesteuerte Interviews von jedem einzelnen Teilnehmer wurden die empirischen Daten eingesammelt. Die Resultate zeigen an, dass die Kinder Schwierigkeiten im Erfassen der Natur sowie der speziellen Eigenschaften des Magnetfeldes haben.

The situated nature of the scientific learning requires studies on the role of phenomena explorationin order to activate conceptual change for the scientific and formal thinking (Guile&Young 2003;Vosniadou, 2008; Michelini, 2005, 2010). Design Based Research and Empirical Research are integrated in the framework of Model of Educational Reconstruction (Duit 2006) to individuate a vertical path facing the wide spectra of difficulties evidenced by literature on electromagnetism at different age students (Galili 1995; Borges 1999; Maloney 2001, Guisasola 2003). Rather than general results or catalogues of difficulties, we look at the obstacles that must be overcome to reach a scientific level of understanding. Milestones of a vertical path on electromagnetism and two examples of research based intervention modules on magnetic field properties in primary and secondary school are presented.