HOW TO CONTRIBUTE TO TEACHING ELECTROMAGNETISM FROM STUDENTS CONCEPTUAL DIFFICULTIES?

• Autor(a) principal: Braga, Marcel Bruno Pereira
• Data de Publicação: 2020
• Outros Autores: Silva, Igor Rodrigues Chicolet da
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Reamec
• Texto Completo: https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/9724
• topic: Eletromagnetism; Difficulty; Teaching; Eletromagnetismo. Dificuldades. Ensino.

How to improve the teaching of Electromagnetism? This is a question that can be answered from different perspectives, however, the objective of this paper is to answer from a diagnosis about the conceptual difficulties of high school students and university freshmen. The diagnosis is based on the evidence obtained from the administration of a conceptual test called Electricity and Magnetism Concept Assesment (EMCA). The analysis procedures are based on the Classical Test Theory (TCT), including Hake Factor to verify impacts between unmatched groups. The groups are characterized and distinguished between proficiency profiles and conceptual difficulties of public school students in the city of Manaus. Following similar procedures to the authors, the results corroborate that even at the higher level there is a poor understanding of basic concepts in electromagnetism. Based on this, the levels of proficiency between the different normative groups are compared. Some pedagogical instructions follow David Ausubel's perspective, aiming to contribute to the development of meaningful learning with reference to items with good discrimination and with greater difficulties. More detailed information for the normative group is obtained through the Graphical Item Analysis (AGI), highlighting the most attractive distractors, signaling evidence of incorrect mental models.