arXiv subjects

Cristian Raduta

Publications and source records attributed to Cristian Raduta.

3 recordsLinked to original sources

arXiv2005

General students' misconceptions related to Electricity and Magnetism

Electromagnetism, being much less intuitive than mechanics, where a lot of sources of misconceptions have been documented, has in addition to the common sources of misconceptions borrowed from mechanics other sources related to the abstract new concepts of electric and magnetic fields. This paper is the first general overview of the most important documented misconceptions related to E&M. New sources of misconceptions are also suggested. The shape of Lorentz law, tempting analogies between magnetic and electric fields, the connection between the Maxwell's equations and the derived laws (Ampere's law, the Biot-Savart law, Faraday's law and the Coulomb's law for the electric forces) and mathematics related misconceptions are among the suggested areas of misconceptions. A possible explanation of some student E&M related misconceptions using p-prims is given in the end of the paper.

physics.ed-ph↗

arXiv2005

A comparison between the styles Romanian and American students use to approach an E&M physics problem

Although Physics is the same worldwide, students belonging to different learning systems as well as different cultural environments may develop different styles of approaching and reasoning out Physics problems. In a first experiment we compare student physics problem-solving styles between two different student populations: a group of typical American students (from an OSU calculus-based introductory course) and a group of Romanian students (from a second-year class at Bucharest University). We discuss one of the problems given in a short E&M survey, in which students from both populations were presented with a point charge in a region containing a uniform magnetic field. We asked students to determine the force on the charge for different initial conditions. In a second experiment, three American physics students and three Romanian physics students were given the same problem and were asked to explain loudly their answer to each question. Their answers were tape-recorded. Students' answers depend on an understanding of the Lorentz force and their general knowledge from classical mechanics. Observed similarities and differences in approach between these student groups are discussed, and our study's results described.

physics.ed-ph↗

arXiv2005

Cultural differences in answering physics questions: Could they arise from the difference between reasoning expected in answering exam questions in those cultures?

In many ways, the American learning system is unique in its reliance on testing using multiple-choice questions. Learning in physics, as well as in any other subject, is a context-dependent process. In this paper, I consider a broader problem of where differences in understanding arise; often styles of answering questions arise from the way the questions are posed. I speculate on the long-run effects a multiple-choice based learning system might have on the reasoning structure of the student compared to one based on more open-ended questions. I present some differences in answer styles observed between two populations of students, US students (mostly exposed to multiple-choice type exams), and Romanian students (mostly exposed to open-end type exams). Finally, I suggest some possible ways of checking whether my predictions have any validity.

physics.ed-ph↗