| Summary: | The purpose of this study was to investigate physics undergraduate students’ conceptual change
in the concepts of electric potential and energy (EPE) and electromagnetic induction (EMI).
Along with this, categorization of students’ conceptions was done based on students’
epistemological and ontological descriptions of these concepts. In addition, the effect of
cognitive perturbation using physics interactive simulations (CPS) in relation to cognitive
conflict using physics interactive simulations (CCS) was investigated.
A pragmatic mixed methods approach was used in a quasi-experimental design. Data were
collected by using the modified Diagnostic Exam of Electricity and Magnetism (DEEM), focus
group discussions (FGD) and concept maps (CM). Framework analysis was conducted separately
on FGD and CM qualitative data to categorize students’ conceptions while concentration
analysis was used to categorize students’ responses to the modified DEEM into three levels,
during pre and post intervention. In the qualitative results, six categories of alternative
conceptions (naive physics, lateral alternative conceptions, ontological alternative conceptions,
Ohm’s P-Primes/ P-Primes, mixed conceptions and loose ideas) and two categories of conceptual
knowledge (hierarchical and relational) were identified. The alternative conceptions were less
frequently and inconsistently revealed within and across the categories. It was concluded that the
categories have common characteristics of diversified distribution of alternative conceptions and
multiple alternative conceptions of specific concepts within and across the categories. Most of
the categories found in pre intervention persisted in post intervention, but with a lesser
percentage extensiveness of categories of alternative conceptions in the CPS than in the CCS
class and more percentage extensiveness of categories of conceptual knowledge in the CPS than in the CCS class.
ANCOVA was separately conducted on the scores of 45 students on the modified DEEM and
CM tests to compare the effectiveness of the CCS and CPS. The results showed a significant
difference between the two classes of the post test scores on the DEEM test, (1, 36) = 4.66,
p=0.04 and similarly, on the CM test, (1, 31) = 8.33, p=0.007. Consequently, it was concluded
that there is a statistically significant difference between CPS and CCS in changing students’
alternative conceptions towards scientific conceptions favoring CPS. To characterize and compare students’ conceptual change of both treatment classes, Hake’s average normalized gain
<g> from pre to post scores (the modified DEEM and the CM) were analyzed. Finally, it is
suggested that in abstract conceptual areas of EM, cognitive perturbation through interactive
simulations is more effective than cognitive conflict through interactive simulations in
facilitating conceptual change, and, thus, should guide classroom instruction in the area.
Furthermore, recommendations are also suggested for guiding future research in this area. === Science and Technology Education === D. Phil. (Mathematics, Science and Technology Education (Physics Education))
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