Students’ Models of Magnetic Interactions: A Comparative Analysis of Accurate and Inaccurate Models over a Ten-Year Interval
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Sep 30, 2023
Abstract
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.
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Keywords
Magnetism, Magnetic Interaction, Models
References
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Bradamante, F., & Viennot, L. (2007). Mapping gravitational and magnetic fields with children 9-11: Relevance, difficulties and prospects. International Journal of Science Education, 29(3):349-372. DOI: https://doi.org/10.1080/09500690600718245
Burgin, S. R., Oramous, J., Kaminski, M., Stocker, L., & Moradi, M. (2018). High school biology students use of visual molecular dynamics as an authentic tool for learning about modeling as a professional scientific practice. Biochemistry and Molecular Biology Education, 46(3):230-236. DOI: https://doi.org/10.1002/bmb.21113
Cai, S., Chiang, F. K., Sun, Y., Lin, C., & Lee, J. J. (2017). Applications of augmented reality-based natural interactive learning in magnetic field instruction. Interactive Learning Environments, 25(6):778-791. DOI: https://doi.org/10.1080/10494820.2016.1181094
Craik, K. J. W. (1943). The nature of explanation. Cambridge: Cambridge University Press. ISBN: 978-0521047555.
Demirci, N., & Çirkinoğlu, A. (2004). Öğrencilerin elektrik ve manyetizma konularında sahip oldukları ön bilgi ve kavram yanılgılarının belirlenmesi [Secondary School Students’ Misconceptions about Simple Electric Circuits]. Journal of Turkish Science Education. 1(2):116-138. Available at: https://www.tused.org/index.php/tused/article/view/46
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di Sessa, A. A., Gillespie, N., & Esterly, J. (2004). Coherence versus fragmentation in the development of the concept of force. Cognitive Science, 28(6):843-900. DOI: https://doi.org/10.1207/s15516709cog2806_1
Erickson, G. (2013). Pupils’ understanding magnetism in a practical assessment context: The relationship between content, process, and progression. In The Content of Science: A Constructivist Approach to Its Teaching and Learning. ISBN: 9781315831558. pp. 92-109.
Gentner, D. (2001). Psychology of Models. International Encyclopedia of the Social & Behavioral Sciences. pp. 9683–9687.
Giere, R. N. (2004). How models are used to represent reality. Philosophy of Science, 71(5):742-752. DOI: https://doi.org/10.1086/425063
Gilbert, J. K. (1983). Concepts, misconceptions and alternative conceptions: Changing perspectives in science education. Studies in Science Education, 10(1):61-98. DOI: https://doi.org/10.1080/03057268308559905
Greca, I., & Moreira, M. A. (1997). Kinds of mental representations - models, propositions and images - used by college physics students regarding the concept of field. International Journal of Science Education, 19(6):711-724. DOI: https://doi.org/10.1080/0950069970190607
Güler, B., & Şahin, M. (2017). Fen bilgisi öğretmen adaylarinin “elektrik ve manyetizma” konusundaki kavramsal anlamalarinin incelenmesi [Investigation of Science Teacher Candidates’ Conceptual Understanding on “Electricity and Magnetism”]. The Journal of Buca Faculty of Education, 44:179-193. Available at: https://dergipark.org.tr/en/pub/deubefd/issue/35768/401195
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Johnson-Laird, P. N. (1983). Models - Towards a Cognitive Science of Language, Inference and Consciousness. ISBN: 978 -0674568822.
Kähkönen, A. L., Sederberg, D., Viiri, J., Lindell, A., & Bryan, L. (2020). Finnish secondary students’ Models of magnetism. Nordic Studies in Science Education, 16(1):101-120. DOI: https://doi.org/10.5617/nordina.5566
Kalogiannakis, M., Nirgianaki, G. M., & Papadakis, S. (2018). Teaching magnetism to preschool children: The effectiveness of picture story reading. Early Childhood Education Journal, 46:535-546. DOI: https://doi.org/10.1007/s10643-017-0884-4
Kucukozer, H., & Kocakulah, S. (2007). Secondary school students’ misconceptions about simple electric circuits. Journal of Turkish Science Education, 4(1):101-115.
Lemmer, M., Kriek, J., & Erasmus, B. (2020). Analysis of students’ conceptions of basic magnetism from a complex systems perspective. Research in Science Education, 50(2):375-392. DOI: https://doi.org/10.1007/s11165-018-9693-z
Maloney, D. P., O’Kuma, T. L., Hieggelke, C. J., & Heuvelen, A. V. (2001). Surveying students’ conceptual knowledge of electricity and magnetism. American Journal of Physics, 69(1):12-23. DOI: https://doi.org/10.1119/1.1371296
Moreira, M. A. (2000). Models, conceptual models and modeling. International Journal of Science Education, 22(1):1-11. DOI: https://doi.org/10.1080/095006900289976
National Academies of Sciences, Engineering, and Medicine. (2018). How people learn II: Learners, contexts, and cultures. The National Academies Press.
Osborne, R., & Freyberg, P. (1985). Learning in Science: The Implications of Children’s Science. ISBN: 0-86863-275-9
Patton, M. Q. (2014). Qualitative Research & Evaluation Methods: Integrating Theory and Practice. ISBN:978-4129-7212-3.
Ravanis, K., Pantidos, P., & Vitoratos, E. (2010). Mental representations of ninth grade students: The case of the properties of the magnetic field. Journal of Baltic Science Education, 9(1):50-60. Available at: http://journals.indexcopernicus.com/abstracted.php?level=5&icid=907735
Saglam, M. (2010). University students’ explanatory models of the interactions between electric charges and magnetic fields. Educational Research and Reviews, 5(9):538-544. Available at: http://www.academicjournals.org/ERR2
Saglam, M., & Millar, R. (2006). Upper high school students’ understanding of electromagnetism. International Journal of Science Education, 28(5):543-566. DOI: https://doi.org/10.1080/09500690500339613
Schwarz, C. V., Reiser, B. J., Davis, E. A., Kenyon, L., Achér, A., Fortus, D., Scwartz, Y., Hug, B., & Krajcik, J. (2009). Developing a learning progression for scientific modeling: Making scientific modeling accessible and meaningful for learners. Journal of Research in Science Teaching, 46(6):632-654. DOI: https://doi.org/10.1002/tea.20311
Sederberg, D. (2012). Middle school students’ Models of magnets and magnetism. Ph.D. diss., Purdue University.
Sederberg, D., & Bryan, L. (2009). Tracing a prospective Learning progression for magnetism with implications at the nanoscale. Paper presented at the annual meeting of the Learning Progressions in Science (LeaPS) Conference, Iowa City, June.
Sederberg, D., & Bryan, L. A. (2010). Magnetism as a size dependent property: A cognitive sequence for learning about magnetism as an introduction to nanoscale science for middle and high school students. Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences. pp. 984-991. DOI: https://doi.dx.org/10.22318/icls2010.1.984
Şengören, K. S. (2010). Turkish students’ Models of light to explain the single slit diffraction and double slit interference of light: a cross-sectional study. Journal of Baltic Science Education, 9(1):61-71. Available at: http://oaji.net/articles/2014/9871404741216.pdf
Shepardson, D. P., Wee, B., Priddy, M., & Harbor, J. (2007). Students’ Models of the environment. Journal of Research in Science Teaching, 44(2):327-348. DOI: https://doi.org/10.1002/tea.20161
Strauss, J., & Corbin, A. (1998). Basics of Qualitative Research: Techniques and Procedures For Developing Grounded Theory. Thousand Oaks, CA: Sage. ISBN: :9780803959392.
Tanel, Z., & Erol, M. (2008). Effects of cooperative learning on Instructing magnetism: Analysis of an Experimental Teaching Sequence Latin American. Journal of Physics Education, 2(2):124-136.
Taşoğlu, A. K., & Bakaç, M. (2014). The effect of problem based learning approach on conceptual understanding in teaching of magnetism topics. International Journal of Physics and Chemistry Education, 6(2):110-122. Available at: https://ijpce.org/index.php/IJPCE/article/view/60
Tereci, H., Karamustafaoğlu, O., & Sontay, G. (2018). Manyetizma konusunda tahmin-gözlem-açıklama stratejisine dayalı alternatif bir deney etkinliği ve fizik öğretmenlerinin görüşleri [An Alternative Experimental Activity Based on the Prediction-Observation-Explanation Strategy about Magnetism and Opinions of the Physics Teachers]. Gazi Journal of Education Sciences (GJES), 4(1):1-20. DOI: https://doi.org/10.30855/gjes.2018.04.01.001
Thurn, C. M., Hänger, B., & Kokkonen, T. (2020). Concept mapping in magnetism and electrostatics: Core concepts and development over time. Education Sciences, 10(5):129. DOI: https://doi.org/10.3390/educsci10050129.
Turgut, Ü., Gürbüz, F., & Turgut, G. (2011). An investigation 10th grade students’ misconceptions about electric current. Procedia-Social and Behavioral Sciences, 15(1):1965-1971. DOI: https://doi.org/10.1016/j.sbspro.2011.04.036
Van der Walt, J. L. (2020). Interpretivism-constructivism as a research method in the humanities and social sciences–more to it than meets the eye. International Journal of Philosophy and Theology, 8(1):59-68. DOI: https://doi.org/10.15640/ijpt.v8n1a5
Von Glasersfeld, E. (2013). Radical Constructivism: A Way of Knowing and Learning. Taylor & Francis. ISBN: 9781135716059.
Voutsina, L., & Ravanis, K. (2012). History of Physics and conceptual constructions: The case of Magnetism. Themes in Science and Technology Education, 4(1):1-20. Available at: http://earthlab.uoi.gr/thete/index.php/theste
Yurumezoglu, K., & Cokelez, A. (2010). Akim geciren basit bir elektrik devresinde neler oldugu konusunda ogrenci gorusleri [Student concepts about what happens in a simple electrical circuit with a current source]. Journal of Turkish Science Education, 7(3):147-166. Available at: https://hdl.handle.net/20.500.12809/5767
Başer, M., & Geban, Ö. (2007). Effect of instruction based on conceptual change activities on students’ understanding of static electricity concepts. Research in Science & Technological Education, 25(2):243-267. DOI: https://doi.org/10.1080/02635140701250857
Borges, A. T., & Gilbert, J. K. (1998). Models of magnetism. International Journal of Science Education, 20(3):361-378. DOI: https://doi.org/10.1080/0950069980200308
Bradamante, F., & Viennot, L. (2007). Mapping gravitational and magnetic fields with children 9-11: Relevance, difficulties and prospects. International Journal of Science Education, 29(3):349-372. DOI: https://doi.org/10.1080/09500690600718245
Burgin, S. R., Oramous, J., Kaminski, M., Stocker, L., & Moradi, M. (2018). High school biology students use of visual molecular dynamics as an authentic tool for learning about modeling as a professional scientific practice. Biochemistry and Molecular Biology Education, 46(3):230-236. DOI: https://doi.org/10.1002/bmb.21113
Cai, S., Chiang, F. K., Sun, Y., Lin, C., & Lee, J. J. (2017). Applications of augmented reality-based natural interactive learning in magnetic field instruction. Interactive Learning Environments, 25(6):778-791. DOI: https://doi.org/10.1080/10494820.2016.1181094
Craik, K. J. W. (1943). The nature of explanation. Cambridge: Cambridge University Press. ISBN: 978-0521047555.
Demirci, N., & Çirkinoğlu, A. (2004). Öğrencilerin elektrik ve manyetizma konularında sahip oldukları ön bilgi ve kavram yanılgılarının belirlenmesi [Secondary School Students’ Misconceptions about Simple Electric Circuits]. Journal of Turkish Science Education. 1(2):116-138. Available at: https://www.tused.org/index.php/tused/article/view/46
di Sessa, A. A. (1983). Phenomenology and the evolution of intuition. Models. ISBN: 9781315802725. pp.15-33.
di Sessa, A. A., Gillespie, N., & Esterly, J. (2004). Coherence versus fragmentation in the development of the concept of force. Cognitive Science, 28(6):843-900. DOI: https://doi.org/10.1207/s15516709cog2806_1
Erickson, G. (2013). Pupils’ understanding magnetism in a practical assessment context: The relationship between content, process, and progression. In The Content of Science: A Constructivist Approach to Its Teaching and Learning. ISBN: 9781315831558. pp. 92-109.
Gentner, D. (2001). Psychology of Models. International Encyclopedia of the Social & Behavioral Sciences. pp. 9683–9687.
Giere, R. N. (2004). How models are used to represent reality. Philosophy of Science, 71(5):742-752. DOI: https://doi.org/10.1086/425063
Gilbert, J. K. (1983). Concepts, misconceptions and alternative conceptions: Changing perspectives in science education. Studies in Science Education, 10(1):61-98. DOI: https://doi.org/10.1080/03057268308559905
Greca, I., & Moreira, M. A. (1997). Kinds of mental representations - models, propositions and images - used by college physics students regarding the concept of field. International Journal of Science Education, 19(6):711-724. DOI: https://doi.org/10.1080/0950069970190607
Güler, B., & Şahin, M. (2017). Fen bilgisi öğretmen adaylarinin “elektrik ve manyetizma” konusundaki kavramsal anlamalarinin incelenmesi [Investigation of Science Teacher Candidates’ Conceptual Understanding on “Electricity and Magnetism”]. The Journal of Buca Faculty of Education, 44:179-193. Available at: https://dergipark.org.tr/en/pub/deubefd/issue/35768/401195
Henderson, R., Stewart, J., & Traxler, A. (2019). Partitioning the gender gap in physics conceptual inventories: Force concept inventory, force and motion conceptual evaluation, and conceptual survey of electricity and magnetism. Physical Review Physics Education Research, 15(1):010131. DOI: https://doi.org/10.1103/PhysRevPhysEducRes.13.020114
Johnson-Laird, P. N. (1983). Models - Towards a Cognitive Science of Language, Inference and Consciousness. ISBN: 978 -0674568822.
Kähkönen, A. L., Sederberg, D., Viiri, J., Lindell, A., & Bryan, L. (2020). Finnish secondary students’ Models of magnetism. Nordic Studies in Science Education, 16(1):101-120. DOI: https://doi.org/10.5617/nordina.5566
Kalogiannakis, M., Nirgianaki, G. M., & Papadakis, S. (2018). Teaching magnetism to preschool children: The effectiveness of picture story reading. Early Childhood Education Journal, 46:535-546. DOI: https://doi.org/10.1007/s10643-017-0884-4
Kucukozer, H., & Kocakulah, S. (2007). Secondary school students’ misconceptions about simple electric circuits. Journal of Turkish Science Education, 4(1):101-115.
Lemmer, M., Kriek, J., & Erasmus, B. (2020). Analysis of students’ conceptions of basic magnetism from a complex systems perspective. Research in Science Education, 50(2):375-392. DOI: https://doi.org/10.1007/s11165-018-9693-z
Maloney, D. P., O’Kuma, T. L., Hieggelke, C. J., & Heuvelen, A. V. (2001). Surveying students’ conceptual knowledge of electricity and magnetism. American Journal of Physics, 69(1):12-23. DOI: https://doi.org/10.1119/1.1371296
Moreira, M. A. (2000). Models, conceptual models and modeling. International Journal of Science Education, 22(1):1-11. DOI: https://doi.org/10.1080/095006900289976
National Academies of Sciences, Engineering, and Medicine. (2018). How people learn II: Learners, contexts, and cultures. The National Academies Press.
Osborne, R., & Freyberg, P. (1985). Learning in Science: The Implications of Children’s Science. ISBN: 0-86863-275-9
Patton, M. Q. (2014). Qualitative Research & Evaluation Methods: Integrating Theory and Practice. ISBN:978-4129-7212-3.
Ravanis, K., Pantidos, P., & Vitoratos, E. (2010). Mental representations of ninth grade students: The case of the properties of the magnetic field. Journal of Baltic Science Education, 9(1):50-60. Available at: http://journals.indexcopernicus.com/abstracted.php?level=5&icid=907735
Saglam, M. (2010). University students’ explanatory models of the interactions between electric charges and magnetic fields. Educational Research and Reviews, 5(9):538-544. Available at: http://www.academicjournals.org/ERR2
Saglam, M., & Millar, R. (2006). Upper high school students’ understanding of electromagnetism. International Journal of Science Education, 28(5):543-566. DOI: https://doi.org/10.1080/09500690500339613
Schwarz, C. V., Reiser, B. J., Davis, E. A., Kenyon, L., Achér, A., Fortus, D., Scwartz, Y., Hug, B., & Krajcik, J. (2009). Developing a learning progression for scientific modeling: Making scientific modeling accessible and meaningful for learners. Journal of Research in Science Teaching, 46(6):632-654. DOI: https://doi.org/10.1002/tea.20311
Sederberg, D. (2012). Middle school students’ Models of magnets and magnetism. Ph.D. diss., Purdue University.
Sederberg, D., & Bryan, L. (2009). Tracing a prospective Learning progression for magnetism with implications at the nanoscale. Paper presented at the annual meeting of the Learning Progressions in Science (LeaPS) Conference, Iowa City, June.
Sederberg, D., & Bryan, L. A. (2010). Magnetism as a size dependent property: A cognitive sequence for learning about magnetism as an introduction to nanoscale science for middle and high school students. Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences. pp. 984-991. DOI: https://doi.dx.org/10.22318/icls2010.1.984
Şengören, K. S. (2010). Turkish students’ Models of light to explain the single slit diffraction and double slit interference of light: a cross-sectional study. Journal of Baltic Science Education, 9(1):61-71. Available at: http://oaji.net/articles/2014/9871404741216.pdf
Shepardson, D. P., Wee, B., Priddy, M., & Harbor, J. (2007). Students’ Models of the environment. Journal of Research in Science Teaching, 44(2):327-348. DOI: https://doi.org/10.1002/tea.20161
Strauss, J., & Corbin, A. (1998). Basics of Qualitative Research: Techniques and Procedures For Developing Grounded Theory. Thousand Oaks, CA: Sage. ISBN: :9780803959392.
Tanel, Z., & Erol, M. (2008). Effects of cooperative learning on Instructing magnetism: Analysis of an Experimental Teaching Sequence Latin American. Journal of Physics Education, 2(2):124-136.
Taşoğlu, A. K., & Bakaç, M. (2014). The effect of problem based learning approach on conceptual understanding in teaching of magnetism topics. International Journal of Physics and Chemistry Education, 6(2):110-122. Available at: https://ijpce.org/index.php/IJPCE/article/view/60
Tereci, H., Karamustafaoğlu, O., & Sontay, G. (2018). Manyetizma konusunda tahmin-gözlem-açıklama stratejisine dayalı alternatif bir deney etkinliği ve fizik öğretmenlerinin görüşleri [An Alternative Experimental Activity Based on the Prediction-Observation-Explanation Strategy about Magnetism and Opinions of the Physics Teachers]. Gazi Journal of Education Sciences (GJES), 4(1):1-20. DOI: https://doi.org/10.30855/gjes.2018.04.01.001
Thurn, C. M., Hänger, B., & Kokkonen, T. (2020). Concept mapping in magnetism and electrostatics: Core concepts and development over time. Education Sciences, 10(5):129. DOI: https://doi.org/10.3390/educsci10050129.
Turgut, Ü., Gürbüz, F., & Turgut, G. (2011). An investigation 10th grade students’ misconceptions about electric current. Procedia-Social and Behavioral Sciences, 15(1):1965-1971. DOI: https://doi.org/10.1016/j.sbspro.2011.04.036
Van der Walt, J. L. (2020). Interpretivism-constructivism as a research method in the humanities and social sciences–more to it than meets the eye. International Journal of Philosophy and Theology, 8(1):59-68. DOI: https://doi.org/10.15640/ijpt.v8n1a5
Von Glasersfeld, E. (2013). Radical Constructivism: A Way of Knowing and Learning. Taylor & Francis. ISBN: 9781135716059.
Voutsina, L., & Ravanis, K. (2012). History of Physics and conceptual constructions: The case of Magnetism. Themes in Science and Technology Education, 4(1):1-20. Available at: http://earthlab.uoi.gr/thete/index.php/theste
Yurumezoglu, K., & Cokelez, A. (2010). Akim geciren basit bir elektrik devresinde neler oldugu konusunda ogrenci gorusleri [Student concepts about what happens in a simple electrical circuit with a current source]. Journal of Turkish Science Education, 7(3):147-166. Available at: https://hdl.handle.net/20.500.12809/5767
How to Cite
Yuksel, T., & Bryan, L. A. (2023). Students’ Models of Magnetic Interactions: A Comparative Analysis of Accurate and Inaccurate Models over a Ten-Year Interval. Science Insights Education Frontiers, 18(1), 2785–2824. https://doi.org/10.15354/sief.23.or400
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