Surveying students’ conceptual knowledge of electricity and magnetism

By D. Maloney, Thomas L. O’Kuma, C. Hieggelke, A. Heuvelen. 2001

705 citations recorded by the source corpus.

Subfields: Education, Media Technology, Statistical and Nonlinear Physics

View Paper: https://www.semanticscholar.org/paper/3bc9a3edb7d4c3a9b5c68a0a97dfd141f9a789fa

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Yehudit Judy Dori
2. Noah Finkelstein
3. Carl E. Wieman
4. W. Adams
5. John Winston Belcher
6. Mustafa Başer
7. Richard R. Hake
8. Jennifer Docktor

In Media Technology

1. Noah Finkelstein
2. Richard R. Hake

In Statistical and Nonlinear Physics

1. Noah Finkelstein
2. Carl E. Wieman
3. W. Adams
4. Mustafa Başer
5. Richard R. Hake
6. S. Pollock

Citations in the corpus

• How Does Technology-Enabled Active Learning Affect Undergraduate Students' Understanding of Electromagnetism Concepts? (2005, background): “They seem to believe that larger objects exert larger forces than smaller ones regardless of the charges they carry and the distance between them (Maloney et al., 2001).”
• Learning Physics in Context: A study of student learning about electricity and magnetism (2005, methodology): “9 The diagnostic test is a mix of 35 free‐response and multiple‐choice questions drawn from the Conceptual Survey of Electricity and Magnetism (Maloney et al, 2001 ), and the Electric Circuit Conceptual Assessment (Sokoloff, 1999 ).”
• Fostering Conceptual Change by Cognitive Conflict Based Instruction on Students' Understanding of Heat and Temperature Concepts (2006, background): “Students’ alternative conceptions in physics are well documented in the literature (i.e., Ma-Naim, Bar, and Zinn 2002; Maloney et al., 2001; Athee 1993; Heller & Finley, 1992; Feher and Rice 1992).”
• Development and Validation of Instruments to Measure Learning of Expert‐Like Thinking (2011, background): “If there is concern about compromising the questions, Maloney, O'Kuma, Hieggelke, and Van Heuvelen ( 2001 ) suggest not using the real name of the FASI when administering to students.”
• Lessons from the Physics Education Reform Effort (2001, methodology): “The lengthy and arduous process of constructing valid and reliable multiple choice tests has been discussed by Aubrecht (1991), Halloun and Hestenes (1985a), Hestenes et al. (1992), Beichner (1994), McKeachie (1999), and Maloney et al. (2001).”