Show simple item record

Files in this item

Thumbnail

Item metadata

dc.contributor.authorBaily, Charles
dc.contributor.authorBollen, Laurens
dc.contributor.authorPattie, Andrew
dc.contributor.authorvan Kampen, Paul
dc.contributor.authorDe Cock, Mieke
dc.contributor.editorChurukian, Alice D.
dc.contributor.editorJones, Dyan
dc.contributor.editorDing, Lin
dc.date.accessioned2016-02-12T17:40:09Z
dc.date.available2016-02-12T17:40:09Z
dc.date.issued2016-12-16
dc.identifier.citationBaily , C , Bollen , L , Pattie , A , van Kampen , P & De Cock , M 2016 , Student thinking about the divergence and curl in mathematics and physics contexts . in A D Churukian , D Jones & L Ding (eds) , 2015 Physics Education Research Conference . PER Conference series , American Association of Physics Teachers , pp. 51-54 , Physics Education Research Conference 2015 , College Park , United States , 29/07/15 . https://doi.org/10.1119/perc.2015.pr.008en
dc.identifier.citationconferenceen
dc.identifier.isbn978-1-931024-28-0
dc.identifier.issn2377-2379
dc.identifier.otherPURE: 219966942
dc.identifier.otherPURE UUID: 82d75ac8-81a8-42bb-badc-fbea4a8ffb9b
dc.identifier.otherORCID: /0000-0001-6213-503X/work/41932044
dc.identifier.urihttp://hdl.handle.net/10023/8216
dc.description.abstractUndergraduate physics students are known to have difficulties with understanding mathematical tools, and with applying their knowledge of mathematics to physical contexts. Using survey statements based on student interviews and written responses to open-ended questions, we investigated the prevalence of correct and incorrect conceptions regarding the divergence and curl of vector fields, among both mathematics and physics students. We compare and contrast pre-instruction responses from intermediate-level E&M students at KU Leuven and the University of St Andrews, with post-instruction responses from St Andrews students enrolled in a vector calculus course. The differences between these student populations were primarily in areas having to do with physics-related concepts and graphical representations of vector fields. Our comparison of pre- and post-instruction responses from E&M students shows that their understanding of the divergence and curl improved significantly in most areas, though not as much as would be desired.
dc.format.extent4
dc.language.isoeng
dc.publisherAmerican Association of Physics Teachers
dc.relation.ispartof2015 Physics Education Research Conferenceen
dc.relation.ispartofseriesPER Conference seriesen
dc.rights© 2015 American Association of Physics Teachers and the article authors. This material is released under a Creative Commons Attribution 3.0 license (https://creativecommons.org/licenses/by/3.0/). Further distribution of this work must maintain attribution to the published article's author(s), title, proceedings citation, and DOI.en
dc.subjectPhysics education researchen
dc.subjectLB2300 Higher Educationen
dc.subjectQC Physicsen
dc.subjectNDASen
dc.subject.lccLB2300en
dc.subject.lccQCen
dc.titleStudent thinking about the divergence and curl in mathematics and physics contextsen
dc.typeConference itemen
dc.description.versionPublisher PDFen
dc.contributor.institutionUniversity of St Andrews.School of Physics and Astronomyen
dc.identifier.doihttps://doi.org/10.1119/perc.2015.pr.008
dc.identifier.urlhttp://www.st-andrews.ac.uk/~crb6/research/papers/Baily_PERC2015_STADCPMC.htmlen


This item appears in the following Collection(s)

Show simple item record