• Open Access

Applying module analysis to the Conceptual Survey of Electricity and Magnetism

Christopher Wheatley, James Wells, Rachel Henderson, and John Stewart
Phys. Rev. Phys. Educ. Res. 17, 010102 – Published 19 January 2021

Abstract

The Conceptual Survey of Electricity and Magnetism (CSEM) is a widely used multiple-choice instrument measuring a student’s conceptual understanding of electricity and magnetism. This study applied modified module analysis (MMA) and modified module analysis—partial (MMA-P), network analytic methods that identify groups of correlated responses, to CSEM data from two institutions (N=2538 and 3595). In module analysis, groups of correlated responses are called “communities.” As in previous applications of MMA and MMA-P to mechanics conceptual inventories, a number of communities related to physics concepts and some communities related to the structure of blocked items in the inventory were identified. An item block is a set of items all referring to each other or to a common stem. Many blocked communities involved responses where the response to the later item would be correct if the response to the earlier item was correct. This suggests a modified scoring rubric for the CSEM is needed to account for these connections between items. A modified scoring rubric is proposed; however, the modified overall average scores changed by less than 1%. The communities of incorrect responses to the CSEM related to physical concepts had varied explanations. These explanations ranged from seemingly straightforward errors (the electric field pointing to higher potential or reversing the right-hand rule), to misconceptions about Newton’s 2nd and 3rd laws carried over from mechanics, to naive reasoning conflating general topics in electricity and magnetism. The identification of incorrect communities allowed the computation of misconception scores showing how prevalent the misconceptions were in the classes studied.

  • Figure
  • Received 8 September 2020
  • Accepted 5 January 2021

DOI:https://doi.org/10.1103/PhysRevPhysEducRes.17.010102

Published by the American Physical Society under the terms of the Creative Commons Attribution 4.0 International license. Further distribution of this work must maintain attribution to the author(s) and the published article’s title, journal citation, and DOI.

Published by the American Physical Society

Physics Subject Headings (PhySH)

Physics Education Research

Authors & Affiliations

Christopher Wheatley1, James Wells2, Rachel Henderson3,4, and John Stewart1,*

  • 1West Virginia University, Department of Physics and Astronomy, Morgantown, West Virginia 26506, USA
  • 2University of Connecticut, Department of Physics, Storrs, Connecticut 06269, USA
  • 3Michigan State University, Department of Physics and Astronomy, East Lansing, Michigan 48824, USA
  • 4CREATE for STEM Institute, Michigan State University, East Lansing, Michigan 48824, USA

  • *jcstewart1@mail.wvu.edu

Article Text

Click to Expand

References

Click to Expand
Issue

Vol. 17, Iss. 1 — January - June 2021

Reuse & Permissions
Author publication services for translation and copyediting assistance advertisement

Authorization Required


×
×

Images

×

Sign up to receive regular email alerts from Physical Review Physics Education Research

Reuse & Permissions

It is not necessary to obtain permission to reuse this article or its components as it is available under the terms of the Creative Commons Attribution 4.0 International license. This license permits unrestricted use, distribution, and reproduction in any medium, provided attribution to the author(s) and the published article's title, journal citation, and DOI are maintained. Please note that some figures may have been included with permission from other third parties. It is your responsibility to obtain the proper permission from the rights holder directly for these figures.

×

Log In

Cancel
×

Search


Article Lookup

Paste a citation or DOI

Enter a citation
×