arXiv subjects

Kristina Zuza

Publications and source records attributed to Kristina Zuza.

5 recordsLinked to original sources

arXiv2025

Cause-effect relationships in Maxwell's equations and their implications in the teaching of electromagnetism in introductory physics courses

A thoughtless treatment of Maxwell's equations can lead to the interpretation of the existence of a causal relationship between their different terms and, therefore, that an electric field that varies in time generates a magnetic one and vice versa. In this article we address the problems associated with these interpretations and their consequences for the teaching of physics in introductory university physics courses. First, we develop the main arguments that support that charge and current densities, constant or variable in time, are the generators of electric and magnetic fields. Then, we propose a number of classroom examples at the level of introductory courses that allow us to discuss the reasons why considering the electric and magnetic fields as disjoint entities leads to contradictions. Finally, we analyze their implications in introductory physics teaching.

physics.ed-ph↗

arXiv2024

Understanding student challenges with circulation and Ampère-Maxwell law

We investigated how students apply the concept of circulation when faced with problems related to the Ampere-Maxwell law. For this purpose, we designed a metacognitive pencil-and-paper question, presented it to 65 students, and analysed their responses using phenomenography. We complemented our research by conducting interviews with 12 students. The results show that students tend to think that they can only use the magnetic field circulation to calculate magnetic fields if the curve used is symmetric, and that they do not take into account the shape of the magnetic field lines when applying it. We also find that some students believe that a variable electric field must cross the entire Amperian curve in order to apply Ampére-Maxwell's law and find the magnetic field.

physics.ed-ph↗

arXiv2024

Research in teaching and learning sequence design. To what extent do designers theoretical orientations about learning and the nature of science shape design decisions

Over the last three decades, various didactic proposals have been published in an attempt to connect theory and research findings with the design of Teaching-Learning Sequences (TLS) in various contexts. Many studies have analysed the process of designing teaching-learning sequences as a research activity. This line of research aims to increase the impact and transferability of educational practice. However, the information usually provided about the relation between the theory and research findings with the design of the TLS is insufficiently detailed to provide the basis for a critique. Furthermore, not all TLS proposals include evaluation in terms of learning outcomes and very rarely are these learning outcomes specifically related to the design process. This lack of detailed information on the design and evaluation of proposed TLS makes it difficult to properly assess their potential effectiveness or to systematically discuss and improve their design. In this chapter we want to contribute to make the rationale for design decisions explicit. The aim of this paper is to describe in detail how the theoretical orientations of designers of teaching materials towards cognition and learning can shape the structure and pedagogical strategies of the resulting TLS. We will analyse the relationship of two design tools (Epistemological analysis and Learning demands) to theoretical assumptions about learning and the nature of science. We want to highlight the benefits of reflecting on and discussing theoretical elements and their links to design decisions, which makes TLS design more productive on a practical level to broaden the teaching and learning perspectives of TLS. Finally, we will explore the question to what extent the theoretical orientations of curriculum designers towards cognition and learning can influence the structure and pedagogical strategies of the resulting TLS

physics.ed-ph↗

arXiv2024

Learning difficulties among students when applying Ampère-Maxwell's law and its implications for teaching

We investigate learning difficulties among second-year students on electromagnetism courses when they apply Ampère-Maxwell's law. Using phenomenography, we analysed written answers from 65 undergraduate physics students to four questions on Ampère's and Ampère-Maxwell's laws. We complemented our research by interviewing twelve students. To design the questionnaire, we ran an epistemological analysis of classical electromagnetism which helped us to identify a set of key essential concepts to understand this theory and guided the definition of learning objectives and to draw up the questions. The results revealed that the students found it hard to recognise the validity framework from Ampère's law and to apply Ampère-Maxwell's law. They face particular difficulties to recognise the appearance of the displacement current and the relationship between the circulation of the magnetic field and an electric field that is variable over time.

physics.ed-ph↗

arXiv2023

Presentation of the electromagnetic field in introductory physics textbooks and consequences for its teaching

Textbooks play a fundamental role in teaching and learning in school science classrooms. In this paper we investigate the presentation of the nature of the electromagnetic field in a dozen of the world's most popular introductory university physics textbooks. We analyse, from an epistemologically based teaching approach, the didactic treatment of the electromagnetic field in relation to its sources, Maxwell's laws and electromagnetic waves. With this objective, we elaborate a rational reconstruction of the developments that led to the formulation of the nature of the electromagnetic field, Maxwell's laws and their meaning, as well as electromagnetic waves. Next, we formulate criteria based on the key aspects derived from the reconstruction that are useful in the evaluation of electromagnetism textbooks at the introductory level and apply them to the sample of selected books. In light of the results, we reflect on their consequences for teaching. Our analysis indicates the existence of certain inconsistencies in the approach to the electromagnetic field and its relationship with its sources, Maxwell's laws and electromagnetic waves in many of the books analysed.

physics.ed-ph↗