The Effect of Visual Representation in Developing Conceptual Understanding of Magnetic Force

Abstract

Science learning in general and physics learning in particular are far perceived to be complex. Various physics education researchers have substantiated that traditional teaching methods accomplish simple transmission of the physics concepts. Hence, for real learning, this necessitates interactive-engagement instruction strategies. The study initiated to understand the augmented learning difficulties experienced by students with the concept of magnetic force on a charged particle in a uniform magnetic field. As a first step in understanding, we administered pre-investigation studies for first-year Master Physics Course students by using multiple choice questions to identify learning difficulties. Responses of pretest indicate vectorial nature of physical quantity and use of right-hand rule are the conceptual difficulties which impede learning. So, to reduce the learning difficulties and to develop the conceptual framework of magnetic force, we adopted interactive simulation as a learning tool and conducted detailed student interviews. Responses of pretest questions enabled us to tailor and design the activities for effective learning in a simulation-based environment. The analysis of student interviews probes the details of how a learner processes information about the concept and noticed an improvement in developing a good reasoning skill and a coherent conceptual framework of magnetic force. In the final stage, validation test results do indicate weak intermediate stages in learning even in post-simulation experience which present need for explicit instructional implication.