A Survey of Middle School Science Teacher’s Concepts of Electricity and Magnetism

ú n

Þ] K ¡w ‹ Ê Ý] K ¡ w ‹ ô p §8 ý  ¹ ÅM Ñ ÷  M  4 G › È; c 6 ” X ¢ T A 0y ¢  º 

™

»?GžB · ,> ¢9'Ö< · T)çZ8;

"

fÖ¦@/†<Ɠ§ Óüto“§¹¢¤õ, "fÖ¦ 151-742

T

<õiu^∗

ô



DzDG“§¹¢¤õ&ñ¨î"é¶, "fÖ¦ 110-230 (2008¸ 9Z4 8{9 ~ÃÎ6£§)

‘ :

r ƒ½¨_ 3lq&h“Ér ×æ†<Ɠ§ õ†<Ɠ§[þt_ „lü< l\ @/ôÇ >h¥Æ_ sK &ñ•¸\¦ ›¸ #Œ, $íZ>,

“

§f” â§4Z>, „/BN “§õZ>–Ð >h¥Æ\ @/ôÇ sK•¸_ s\¦ q“§†<Êܼ–Ð+‹ “§¹¢¤&h r&h`¦ %3“¦ 





H כ s. s\¦ 0AK ‚'Ÿ ƒ½¨[þt\"f 6 xôÇ >h¥Æ Ž•¸½¨ ×æ ×æ†<Ɠ§ õ†<Æõ “§¹¢¤õ&ñõ x9]XôÇ

› '

aºs e”H Ž ëH†½Ó`¦ ÆÒئ #Œ, s\¦ >h¥Æ Ž •¸½¨–Ð Ö¸6 x %i. ƒ½¨ @/©œ“Ér Sr ™èF ×æ†<Æ

“

§\ HÁº H õ†<Ɠ§ 81"îܼ–Ð, Óüto, o†<Æ, ÒqtÓüt, t½¨õ†<Æ „/BN_ úH yŒ•yŒ• 36"î, 23"î, 14"î, 8"îs. ƒ½¨ õ $íZ>, “§f” â§4Z>–ЍH &hú s \O%3ܼ
, @/†<Æ †<ÆÂÒ „/BN “§õZ>–ЍH s

 e”%3ܼ 9, „lü< l\ @/ôÇ >h¥Æ ×æ `‚ ´òõ, „  l§4`¦ ~Ã΍H ©œS!, ]Xt 1px_ >h¥Æ s K

•¸ ±ú€Œ¤.

PACS numbers: 01.40.Gm

Keywords: >h¥Æ›¸, „l, š¸>h¥Æ

I. "e Â]Ø

´ ú

§“Ér ƒ½¨[þts õ†<Ɠ§¹¢¤_ 3lq³ð\¦ #ŒQ 8£¤€\"f y

©

œ›¸ tëߖ, †<ÆÒqt[þt\> `¦Ér õ†<Æ >h¥Æ`¦ _þv1pq •¸ 2

Ÿ

¤ H כ s õ†<Ɠ§¹¢¤_ ×æכ¹ôÇ 3lq³ð ×æ_ 
H כ

\

H @/ÂÒìr 1lx_½+É כ s. †<ÆÒqt[þts `¦Ér õ†<Æ >h¥Æ

`



¦ _þv1pq H õ&ñ\"f f”]X&hܼ–Ð ©œ ñŒ•6 x`¦ H “§



_ %i½+ɓÉr Bĺ ×æכ¹  [1]. õ†<Æ “§ tm“¦ e”





H >h¥Æ“Ér †<ÆÒqt_ >h¥Æ +þA$í\ H %ò†¾Ó`¦ pu 9, “§ _

 ¸ú˜3lw)a >h¥Æs
 t•¸ †<ÆÒqt[þt_ õ†<Æ >h¥Æ +þA$í\



©

œE כ¹“s ÷&l•¸ l M:ëHs [2]. sQôÇ 8£¤€\"f õ

†<Ɠ§ t õ†<Æ >h¥Æ\ @/ôÇ sK &ñ•¸H †<ÆÒqt[þt _

 õ†<Æ “§Ãº†<Æ_þv\ e”#Q"f ×æכ¹ôÇ 0Au\¦ tôÇ.

“

§_ õ†<Æ&h td”\ @/ôÇ sK &ñ•¸H õ†<Æ “§_

“

§Ãº†<Æ&h ?/6 x td” (Pedagogical Content Knowledge)õ U



·“Ér ›'aºs e”ܼ 9, þjH õ†<Ɠ§¹¢¤ ƒ½¨\"f s\ @/ôÇ

› '

ad”s 7£x@/÷&“¦ e” [3,4]. Shulman (1986, 1987)“Ér “§ Ã

º†<Æ&h ?/6 x td”`¦ ?/6 x td”, “§õ“§¹¢¤†<Æ td”, “§¹¢¤ õ

&ñ td”, “§¹¢¤†<Æ td”, †<ÆÒqt td”, “§¹¢¤ ©œS! td”, “§

¹

¢

¤3lq&h td”_ 7t–Ð ½¨ìr %i [5,6]. s ×æ\"f ?/

∗E-mail: [email protected]

6  

x td”“Ér “§ ØÔu“¦ H %ò%i_ z´s
 >h

¥ Æ

\ @/ôÇ td”`¦ ´ú˜  9, ©œ l‘:r&h“ td”s ½+É Ãº e

”

. sQôÇ 8£¤€\"f “§[þt_ “§õ ?/6 x\ @/ôÇ sK

&

ñ

•¸\¦ ·ú˜˜Ð“¦, s\¦ &ño #Œ “§ ƒú
 õ†<Æ “§¹¢¤

\

 ÅҍH r&h`¦ ¹1Ô?/“¦, õ†<Æ “§[þts `¦Ér >h¥Æ

`



¦ +þA$í½+É Ãº e”•¸2Ÿ¤ H כ “Ér _p e”H ƒ½¨s.

Ä

ºo
 õ†<Ɠ§[þts t õ†<Æ >h¥Æ\ @/ôÇ ƒ½¨

\

H îr1lx_ >h¥Æ\ @/ôÇ ƒ½¨ [16], ynC_ >h¥Æ\ @/ôÇ ƒ

½

¨ [7,17], ~½Ó‚ >h¥Æ\ @/ôÇ ƒ½¨ [8] 1pxs e”. ÕªQ


„



lü< l >h¥Æ\ @/ôÇ “§ @/©œ_ ƒ½¨H ´ú§t ·ú§€Œ¤



. þj“Ér&ñ (2006) 1px“Ér œí1px†<Ɠ§ “§[þt`¦ @/©œÜ¼–Ð ôÇ

„



t sK•¸ x9 š¸>h¥Æ ìr$3 ƒ½¨\"f ´ú§“Ér œí1px†<Ɠ§ “§



[þts „t_ €ªœôÇ ƒs r–Ð\ puH %ò†¾Ó\ @/

#Œ "îSX‰y sK t 3lwôǍH כ `¦ µ1ß+ÀI [9]. ^”%ò





 (2006)“Ér #3@/†<Æ ƒ>\P ’{9Òqt[þts “¦1px†<Ɠ§\

"

f Óüto\¦ /BNÂÒ t ·ú§l M:ëH\ @/†<Æ\"f „l†<Æ_ l

œí >h¥Æ %ò%i`¦ †<Æ_þv HX< €9כ¹ôÇ †<Æ_þvïrq•¸ ±ú 6

£

§`¦ t&h %i [10]. þj&ñ ñ 1px (2007)“Ér \Vq ×æ1px õ

†

<

Ɠ§\¦ @/©œÜ¼–Ð ôÇ ƒ½¨\"f JQX<s ZOgË:\ @/ôÇ

\

Vq“§[þt_ #Q9¹¡§õ Õª "¶“é`¦ µ1ß+ÀI [11].

×



æ · “¦1px†<Ɠ§ †<Ɠ§ ‰&³©œ\"f•¸ „lü< l éߖ"鶓Ér †<Æ Ò

q

t[þts Bĺ #Q§>> ÒqtyŒ• “¦ Óüto\ @/ôÇ ÂÒ{Œ™s
 #Q -318-

Table 1. The distribution of subjects with major.

Major No. of teachers Percent (%)

Physics 36 44.4

Chemistry 23 28.4

Biology 14 17.3

Earth science 8 9.9

Total 81 100.0

Table 2. The distribution of subjects with career on ed- ucation.

Years No. of teachers Percent (%)

0-5 1 1.2

6-10 9 11.1

11-15 22 27.2

15-20 16 19.8

higher than 20 33 40.7

Total 81 100.0

9¹¡§`¦ Ö¼z> H éߖ"é¶s. ^”Bâ, s4Ÿxĺ (2006)_

ƒ



½¨\ ØԀ ×æ†<Ɠ§ éߖ"é¶\"f †<ÆÒqt[þts ©œ #Q90>

ô



Ç éߖ"鶓Ér ‘„l’ éߖ"¶sé%3 [12]. "f s\¦ FG4Ÿ¤  l

 0AK"fH †<ÆÒqt[þt_ úïr\ ´úH “§Ãº†<Æ_þv t•¸ €9 כ

¹  9, õ†<Ɠ§_ ´ú§“Ér ”¸§4s כ¹½¨)a.

‘ :

r ƒ½¨\"fH ×æ†<Ɠ§ õ†<Æ “§ „lü< l éߖ"é¶

`



¦ t•¸ HX< €9כ¹ôÇ >h¥Æ td”`¦ “§¹¢¤õ&ñ ìr$3`¦ :Ÿx

#Œ ›¸ “¦, sQôÇ >h¥Æ\ @/ôÇ ×æ†<Ɠ§ õ†<Ɠ§[þt _

 sK•¸\¦ ›¸ %i. sQôÇ «ÑH “§[þt_ „ëH

$ í

†¾Ó©œ`¦ 0AôÇ “§¹¢¤ áԖÐÕªÏþ› 1px_ >hµ1Ï\ lœí «Ñ–Ð

 Ö

¸6 x|¨c ú e”`¦ כ s.

II. ŽìŏŒ ÊÝXNË

1. ŽìŏŒ 6Vês

2007¸ 1Z4\ Sr “§¹¢¤'õA Åқ'aܼ–Ð z´r)a ×æ†<Ɠ§ õ

†

<

Ɠ§ d”oéߖ> f”Áºƒú\ ‚ÃÐôÇ õ†<Ɠ§ 276"î`¦

@

/©œÜ¼–Ð „lü< l ›'aº >h¥Æ Ž\¦ z´r #Œ, Õª ×æ

ƒ



½¨ 3lq&h_ «Ñ Ö¸6 x\ 1lx_ôÇ 81"î_ «Ñ\¦ ìr$3 @/



©

œÜ¼–Ð %i. s[þt“Ér @/ÂÒìr ×æ1px õ†<Æõ 1/åL &ñ“§



ƒú sú Êê 5¸ s©œ âõ)a “§[þt–Ð @/^‰–Ð “§ f

”

 â§4s š¸A)a ¼#s. ƒ½¨ @/©œ “§_ „/BNZ> “"é¶

“ É

r Table 1õ °ú “¦, “§f” â§4Z> “"é¶ ìrŸíH Table 2ü<

° ú  .

2. ßeÈ ÃUØ]§

Ž

\ 6 xôÇ ëH†½Ó“Ér õ†<Æ “§[þts ×æ†<Ɠ§\"f †<Æ Ò

q

t[þt`¦ t•¸ H õ&ñ\"f â+«> > |¨c >h¥Æܼ–Ð ½¨$í

%i. s\¦ 0AK ×æ†<Ɠ§ õ†<Æõ “§¹¢¤õ&ñ ×æ „lü<  l

 ›'aº ?/6 x`¦ ŽžÐ “¦, s\¦ t•¸ l 0AK €9כ¹ôÇ >h

¥ Æ

s Áº%Á “t\¦ ›¸ %i. s M: ×æ†<Ɠ§ õ†<Æõ “§¹¢¤ õ

&ñ\H f”]X Ÿí†<Ê÷&#Q e”t ·ú§tëߖ, “§[þts ×æ†<ÆÒqt [

þ

t\> >h¥Æ`¦ ØÔ> sKrvl 0AK"f ·ú˜“¦ e”#Q ô



Ç“¦ óøÍéߖ÷&H >h¥Æ•¸ Ÿí†<Ê %i. Ž ëH†½Ó_ úïr

“ É

r @/†<Ɠ§ {9ìøÍÓüto†<Æ Ãºïr`¦ #Á #Q
t ·ú§H ?/6 xܼ–Ð ô



Ç&ñ %i. Table 3“Ér ×æ†<Ɠ§ yŒ• †<ƸZ> „lü< l ›'a º



 éߖ"¶, Ÿé í†<ʝ)a >h¥Æ, Ž ëH†½Ó_  ñü< Ž ëH†½Ó\

"

f 8£¤&ñ “¦ H >h¥Æ`¦
·p כ s.

Ž

 ëH†½Ó“Ér €$ ›'aº >h¥Æ`¦ ‚&ñôÇ Êê ‚'Ÿ ƒ½¨

\

"f ]jŒ•)a Ž ëH†½Ó ×æ &h½+ËôÇ ëH†½Ó`¦ ÆÒئ %i.

CSEM (The Conceptual Survey of Electricity and Mag- netism)“Ér „l†<Æõ ›'aº)a „ìøÍ&h“ >h¥Æ`¦ ¶nsH ëH

†

½

Óܼ–Ð ½¨$í)a Ž •¸½¨s. s Ž •¸½¨–ЍH ÅҖÐ

•

¸^‰ü< Âҕ¸^‰\"f „ _ ìrŸí, Ùüt2Ÿx_ ZOgË:, „l©œ,



l©œ, „ÀÓ\ _ôÇ l©œ 1px_ >h¥Æ`¦ ›¸ %i [13]. CSEM_ èߖs•¸H >hµ1Ï {©œr\ 0.1 ∼ 0.8 &ñ•¸ s

“¦, ëH†½Ó_ ?/&h½+Ëu•¸\¦ Ǩ8-o ×¼’H ~½ÓZO (Kuder- Richardson)`¦ :ŸxK ½¨ôÇ °úכ“Ér 0.75–Ð ’ø@½+É Ãº e” [13]. f”ÀÓ r–Ðü< ›'aº)a >h¥Æ Ž\¦ 0AK"fH DI- RECT (Determining and Interpreting Resistive Electric Circuits Concept Test)\ e”H ëH†½Ó ×æ {9ÂÒ\¦ ÆÒئ 

% i

. DIRECTH éߖ|ÃÌ r–Ð, „lr–Е¸, $†½Ó_ f”§>=

ƒ



, #î§>= ƒõ °ú “Ér f”ÀÓ r–Ð_ :£¤fç, f”ÀÓ r–Ð\

"

f_ \-t, „ÀÓ, „0A  1px\ @/ôÇ >h¥Æ`¦ ›¸ H ë



H†½Óܼ–Ð ½¨$í÷&#Q e”ܼ 9, ëH†½Ó_ „^‰ ’ø@•¸ >úH 0.71s“¦, ¨îçH&h“ èߖs•¸H 0.49s [14].

ô



Ǽ# ×æ†<Ɠ§ 2†<Ƹ éߖ"é¶ ×æ &ñ„lü< ›'aº)a ?/6 x`¦



Ò¦ M: Ž„l\¦ †<Æ_þv > ÷&HX<, s M: ]Xt_ >h¥Æ s

 s6 x÷&tëߖ s\ @/ôÇ >h¥ÆŽ •¸½¨H ´ú§t ·ú§. ‘:r

Ž

\"fH R. Warnakulasooriya (2003) ]Xt\ @/ôÇ

@

/†<ÆÒqt[þt_ >h¥Æ Ž\¦ 0AK 6 xôÇ ëH†½Ó\"f {9ÂÒ\¦

 Ö

¸6 x %i [15].

0

A_ [j ‚'Ÿƒ½¨\"f þj7áx&hܼ–ЍH ‚&ñôÇ ëH†½Ó_ ú





H 30ëH†½Ós. ƒ½¨\ 6 x)a ëH†½Ó“Ér ÂÒ2Ÿ¤\ ú2Ÿ¤÷&#Q e

”

. ‚&ñ)a Ž •¸½¨_ ’ø@•¸\¦ ·ú˜˜Ðl 0AK ëH†½Ó

?

/&h{9›'a$ítú (Cronbach_ ·ú˜)\¦ ½¨ôÇ õ 0.846ܼ

–

Ð Z}€Œ¤.

Table 3. The structure of concept test tools for teachers.

Question

Domain Concepts numbers Purpose Reference

Charge distribution on 1 to know charge distribution on conductor CSEM 1 conductor and insulator 2 to know charge distribution on insulator CSEM^a2

to understand superposition of Coulomb force 3

electric point charges CSEM 6, 7 Electrostatic

Electric shielding 5,6 to know electric shielding of conductor CSEM 13, 14 Force

23, 24

25, 26 to know earth of conducting rod EARTH^b Earth

27, 28

29, 30 to know earth of conducting sphere EARTH to apply Newton’s 3rd law to

Newton’s 3rd law in 4

forces between charges CSEM 7

electromagetic force to apply Newton’s 3rd law to forces

10 between wires carrying electric current CSEM 24 to know static charge does not affected field

7 by uniform magnetic CSEM 21

to know direction of force of moving

8 charge experience in magnetic field CSEM 22 to know magnitude of force of moving

11 charge experience in magnetic field CSEM 25 Electromagnetic to know static charge does not affected

Force 13

by permanent magnet CSEM 27

to understand Induced EMF and

15 Faraday’s Law CSEM 31

to know direction of magnetic field due Magnetic field 9,12

to straight wire carrying electric current CSEM 23,26 of current to know direction of magnetic field due

14 to circular wire carrying electric current CSEM 28 Charge to know charge is not dissipated

conservation 16,20

in light bulb DIRECT^c1 ,17

to know electric power becomes smaller,

Electric power 17 by factor of 1/4, when two identical DIRECT 2 resistors combined in series.

Electric

Electric short 18 to understand electric short DIRECT 18 Circuit

to calculate total resistance of Combinations of 19

Combined resistors DIRECT 14

resistors to calculate total electric power of

22 combined resistors DIRECT 17

Function of battery 21 to know role of battery in circuit DIRECT 24

aCSEM(The Conceptual Survey of Electricity and Magnetism)

bEARTH, Questions for earth

cDIRECT (Determining and Interpreting Resistive Electric Circuits Concept Test)

Table 4. The difference of subjects’ score with gender.

Male Female t Sig.

M SD M SD

Score 16.10 6.32 14.72 5.93 0.990 0.325