The problem distribution in the electricity and magnetism sections of seven major introductory physics textbooks was studied. The problems were classified into four categories ranging from purely quantitative to purely qualitative. The variation of the distribution of problems among these categories was studied. Using the classification, a subset of the problems was identified as non-quantitative. Solutions to the non-quantitative problems were decomposed into their Basic Steps; the fundamental pieces of the solution. Basic steps were used to characterize the distribution of conceptual complexity among the textbooks. The variation between topics and between textbook level (calculus-based, algebra-based, and conceptual) was also studied.CHAPTER 1 Introduction For the past 20 years, physics education research has primarily focused on studentsa#39; understanding of conceptual physics and the misconceptions that hinder the learning process. Misconceptions arise at an early ... among all aspects of physics. A 30 question conceptual survey covering electricity and magnetism was given to 5000 students as pre-test and post-test. The average scores on the pretest ranged from 25 to 31% of questions answered correctly.
|Title||:||A Conceptual Analysis of Introductory Physic Textbooks|
|Author||:||Richard William Campbell|
|Publisher||:||ProQuest - 2008|