Investigation On The Misconception Of Electromagnetic Of Grade Two Students In Senior High School

Physical concept is the product of thinking about the processing of perceptual materials and the abstraction of the abstract by physical studies.It's the important part of physical learning. Since 1970s, research on the students" understanding of physics concept, the formation of the concept and the misconception has become one of the focus studies in international physical education.The research of the mechanics is the most concentrated. As one of the core contents of physical curriculum in senior high school, the electromagnetism has been the important but difficult to student in the high school physics learning. But the related research is relatively small.The investigation uses questionnaire methodology to analyze students' understanding of electromagnetic misconceptions.This study draws on the CSEM and BEMA electromagnetic proconception questionnaire, combining with the discussion questions in Peer Interaction classroom. We design our questionnaire according to the domestic physics curriculum standard in Shanghai. We choose the students of Grade Two in the senior high school where the researcher works in. The test will be carried out two times, one before the study, another after the study. We draw the following conclusion after data analysis:1.the students, as the previous survey showed, have few electromagnetic conceptions before their study in senior high school. And they construct the concept framework mainly in the class.2.the students have the following misconceptions of electromagnetic:(1)it is considered that an object with a large amount of electricity exerts a greater force on an object that is charged with a small amount of electricity(2)it is considered that the direction of the force of the negative charge is same to the direction of the electric field line(3) the stuedents' understanding of the electric field line stays on the graph of the book, and they can not make a correct judgment in a new situation(4) it is easy for the students to confuse the formula W= qU and W= FS(5) the magnitude and direction of the electric field intensity can not be correctly judged by the equipotential surface.(6) it is considered that electrified line with a large current will exert a greater force on the conductor with a small current.(7) the student cann't understand the magnetic field around the magnet.(8) the students' cognitive level of Faraday's law and other related knowledge is in a real record level, and can not be flexible in the new problem3. there was no significant difference in the performance of the students of different genders in the previous survey. But in the post test, the average score of boys' is higher than girls' average, which shows that the students of different genders have different understanding of the concept of electromagnetism. Girls are more likely to be affected by text, graphics, and so on? The girls' ability of logic to analyze and build models is less than boys.