Using the Conceptual Survey of Electricity and Magnetism to investigate progression in student understanding from introductory to advanced levels

The Conceptual Survey of Electricity and Magnetism (CSEM) is a multiple-choice survey that contains a variety of electricity and magnetism concepts from Coulomb’s law to Faraday’s law at the level of introductory physics used to help inform instructors of student mastery of those concepts. Prior studies suggest that many concepts on the survey are challenging for introductory physics students and the average student scores after traditional instruction are low. The research presented here investigates the progression in student understanding on the CSEM. We compare the performance of students in introductory and advanced level physics courses to understand the evolution of student understanding of concepts covered in the CSEM after traditional lecture-based instruction. We find that on all CSEM questions on which less than 50% of the introductory physics students answered a question correctly after instruction, less than two-thirds of the upper-level undergraduate students provided the correct response after traditional instruction. We also analyzed the CSEM data from graduate students for benchmarking purposes. We discuss the CSEM questions that remain challenging and the common alternative conceptions among upper-level students. The findings presented here at least partly point to the fact that traditional instruction in upper-level courses which typically focuses primarily on quantitative problem solving and incentivizes use of algorithmic approaches is not effective for helping students develop a solid understanding of these concepts. However, it is important for helping students integrate conceptual and quantitative aspects of learning in order to build a robust knowledge structure of basic concepts in electricity and magnetism.

Figure 1

Pre- and post-test performance of introductory and upper-level undergraduate students for each question on the CSEM along with effect sizes (Cohen’s $d$) for the change from the pretest to the post-test. Questions on which the post-test performance of upper-level students is lower than $2/3$ are highlighted in yellow (14 questions), and questions on which the post-test performance is above 85% (10 questions) are highlighted in green.

Figure 2

Situation described in Q13.

Figure 3

Diagram provided for Q20.

Figure 4

Answer choices for Q20.

Figure 5

Diagram provided for Q27.

Figure 6

Diagram provided for Q29.

Figure 7

Ammeter reading for coil connected to power supply in Q32.