Abstract
Teaching electrostatics is challenging due to its complexity and high degree of abstraction. To facilitate students' understanding of the meanings and relations of the key terms, this paper describes a series of demonstrations and conceptual questions based on an interactive teaching approach. The context was an introductory university physics course for engineering and science students in Taiwan. Features of the teaching intervention include the utilization of a series of demonstrations for repeated practice applying the important concepts, the incorporation of derivations of equations and verbal elaboration of concepts, and the engagement of students in thinking and discussing. Data show that the teaching intervention benefited the students' academic performance and their satisfaction with the learning achievement.
| Original language | English |
|---|---|
| Pages (from-to) | 226-238 |
| Number of pages | 13 |
| Journal | American Journal of Physics |
| Volume | 79 |
| Issue number | 2 |
| DOIs | |
| Publication status | Published - 2011 Jan 31 |
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All Science Journal Classification (ASJC) codes
- Physics and Astronomy(all)
Cite this
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Integrating electrostatics with demonstrations and interactive teaching. / Chang, Wheijen.
In: American Journal of Physics, Vol. 79, No. 2, 31.01.2011, p. 226-238.Research output: Contribution to journal › Article
TY - JOUR
T1 - Integrating electrostatics with demonstrations and interactive teaching
AU - Chang, Wheijen
PY - 2011/1/31
Y1 - 2011/1/31
N2 - Teaching electrostatics is challenging due to its complexity and high degree of abstraction. To facilitate students' understanding of the meanings and relations of the key terms, this paper describes a series of demonstrations and conceptual questions based on an interactive teaching approach. The context was an introductory university physics course for engineering and science students in Taiwan. Features of the teaching intervention include the utilization of a series of demonstrations for repeated practice applying the important concepts, the incorporation of derivations of equations and verbal elaboration of concepts, and the engagement of students in thinking and discussing. Data show that the teaching intervention benefited the students' academic performance and their satisfaction with the learning achievement.
AB - Teaching electrostatics is challenging due to its complexity and high degree of abstraction. To facilitate students' understanding of the meanings and relations of the key terms, this paper describes a series of demonstrations and conceptual questions based on an interactive teaching approach. The context was an introductory university physics course for engineering and science students in Taiwan. Features of the teaching intervention include the utilization of a series of demonstrations for repeated practice applying the important concepts, the incorporation of derivations of equations and verbal elaboration of concepts, and the engagement of students in thinking and discussing. Data show that the teaching intervention benefited the students' academic performance and their satisfaction with the learning achievement.
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UR - http://www.scopus.com/inward/citedby.url?scp=79251528200&partnerID=8YFLogxK
U2 - 10.1119/1.3533342
DO - 10.1119/1.3533342
M3 - Article
AN - SCOPUS:79251528200
VL - 79
SP - 226
EP - 238
JO - American Journal of Physics
JF - American Journal of Physics
SN - 0002-9505
IS - 2
ER -