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Aug 18, 2022
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Abstract
Electricity and magnetism are known as an important topics in the physics and scientific curriculum at all levels, including elementary, secondary, and tertiary. Children can learn more about electricity and magnetism via discussion and activities. Electricity and magnetism also have applications in many aspects of our daily life as one of the fundamental areas and key concerns in physics. Traditional teaching methods are considered ineffective. Pupils who were taught using traditional methods or approaches, according to Jelicic et al. (2017), have a poor comprehension of basic electromagnetic principles and are often resistant to teachers' instruction and our education now is dependent on technology. In this review, the different alternative teaching methods used and preferred by other schools are being examined and its effect in teaching Electricity and Magnetism. The included studies in this literature review proved that the preferred teaching method to motivate and appreciate the importance of learning Electricity and Magnetism. Hence, students learn more through understanding concepts and the performance of things through active participation.
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This work is licensed under a Creative Commons Attribution 4.0 International License.
How to Cite
Rendon , J. D. L., Doloretos, N. L., Capilitan, L. B., Dumaan, D. L., Mamada, M. J. D., & Mercado, J. C. (2022). Alternative Teaching Methods in Electricity and Magnetism. International Journal of Multidisciplinary: Applied Business and Education Research, 3(8), 1600-1606. https://doi.org/10.11594/ijmaber.03.08.23
References
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Boateng, S., & Mushayikwa, E. (2022). Teaching Electrici-ty and Magnetism To High School Physical Science Learners: The Effectiveness Of Learning Style-Based Instructions. Ponte International Scientific Researchs Journal, 78(3). https://doi.org/10.21506/j.ponte.2022.3.1
Çalık, M. (2013). Effect of Technology-Embedded Scien-tific Inquiry on Senior Science Student Teachers’ Self-Efficacy. EURASIA Journal of Mathematics, Science and Technology Education, 9(3). https://doi.org/10.12973/eurasia.2013.931a
Chasteen, S. V., Pepper, R. E., Pollock, S. J., Perkins, K. K., Rebello, N. S., Engelhardt, P. V., & Singh, C. (2012). But does it last? Sustaining a research-based cur-riculum in upper-division electricity & magnetism. AIP Conference Proceedings. https://doi.org/10.1063/1.3680014
Chin, C. (2006). Classroom Interaction in Science: Teacher questioning and feedback to students’ re-sponses. International Journal of Science Educa-tion, 28(11), 1315–1346. https://doi.org/10.1080/09500690600621100
Demircioğlu, T., & Uçar, S. (2012). The Effect of Argu-ment-Driven Inquiry on Pre-Service Science Teachers’ Attitudes and Argumentation Skills. Pro-cedia - Social and Behavioral Sciences, 46, 5035–5039. https://doi.org/10.1016/j.sbspro.2012.06.382
Deslauriers, L., Schelew, E., & Wieman, C. (2011). Im-proved Learning in a Large-Enrollment Physics Class. Science, 332(6031), 862–864. https://doi.org/10.1126/science.1201783
Guarino, C. M., Santibañez, L., & Daley, G. A. (2006). Teacher Recruitment and Retention: A Review of the Recent Empirical Literature. Review of Educa-tional Research, 76(2), 173–208. https://doi.org/10.3102/00346543076002173
Höttecke, D., Henke, A., & Riess, F. (2010). Implementing History and Philosophy in Science Teaching: Strat-egies, Methods, Results and Experiences from the European HIPST Project. Science & Education, 21(9), 1233–1261. https://doi.org/10.1007/s11191-010-9330-3
Ibáñez, M. B., Di Serio, Á., Villarán, D., & Delgado Kloos, C. (2014). Experimenting with electromagnetism using augmented reality: Impact on flow student experience and educational effectiveness. Com-puters & Education, 71, 1–13. https://doi.org/10.1016/j.compedu.2013.09.004
Ilie, R., Shaffer, E., D’Angelo, C. M., Cermak, D., Lin, M.-Y., & Chen, H. (2021, July 26). Virtual Reality Labora-tory Experiences for Electricity and Magnetism Courses. Peer.asee.org. https://peer.asee.org/38025
Karacop, A. (2017). The Effects of Using Jigsaw Method Based on Cooperative Learning Model in the Un-dergraduate Science Laboratory Practices. Univer-sal Journal of Educational Research, 5(3), 420–434. https://doi.org/10.13189/ujer.2017.050314
Khalaily, H. (2019). Implementation of Alternative Teaching Methods by Teachers: The Role of Prac-tical Experience and the Importance of Teacher Training. https://files.eric.ed.gov/fulltext/ED600709.pdf
Mbonyiryivuze, A., Yadav, L. L., & Amadalo, M. M. (2019). Students’ conceptual understanding of electricity and magnetism and its implications: A review. Af-rican Journal of Educational Studies in Mathemat-ics and Sciences, 15(2), 55–67. https://doi.org/10.4314/ajesms.v15i2.5
Meltzer, D. E., & Thornton, R. K. (2012). Resource Letter ALIP–1: Active-Learning Instruction in Physics. American Journal of Physics, 80(6), 478–496. https://doi.org/10.1119/1.3678299
Moore, J. (2018). Efficacy of Multimedia Learning Mod-ules as Preparation for Lecture-Based Tutorials in Electromagnetism. Education Sciences, 8(1), 23. https://doi.org/10.3390/educsci8010023
Paré, G., & Kitsiou, S. (2017, February 27). Chapter 9 Methods for Literature Reviews. Nih.gov; Universi-ty of Victoria. https://www.ncbi.nlm.nih.gov/books/NBK481583/
Pepper, R. E., Chasteen, S. V., Pollock, S. J., & Perkins, K. K. (2012). Observations on student difficulties with mathematics in upper-division electricity and magnetism. Physical Review Special Topics - Phys-ics Education Research, 8(1). https://doi.org/10.1103/physrevstper.8.010111
Putri, L. A., Permanasari, A., Winarno, N., & Ahmad, N. J. (2021). Enhancing Students’ Scientific Literacy Us-ing Virtual Lab Activity with Inquiry-Based Learn-ing. Journal of Science Learning, 4(2), 173–184. https://eric.ed.gov/?id=EJ1292932
Redish, E., & Elby, A. (2005). Resources, framing, and transfer. Transfer of Learning from a Modern Mul-tidisciplinary Perspective. https://www.academia.edu/es/22650127/Resources_framing_and_transfer
Sadaghiani, H. R. (2011). Using multimedia learning modules in a hybrid-online course in electricity and magnetism. Physical Review Special Topics - Physics Education Research, 7(1). https://doi.org/10.1103/physrevstper.7.010102
Şahin, E., & Yağbasan, R. (2012). Determining which in-troductory physics topics pre-service physics teachers have difficulty understanding and what accounts for these difficulties. European Journal of Physics, 33(2), 315–325. https://doi.org/10.1088/0143-0807/33/2/315
Samplón, M., & Artal, S. (2004). Teaching Electricity and Magnetism in electrical engineering curriculum: applied methods and trends. 1. https://www.unizar.es/icee04/innovadoc/04_ICEE_E&M_TeachingMethodsTrends.pdf
Syukri, M., Halim, L., Mohtar, L. E., & Soewarno, S. (2018). The Impact of Engineering Design Process in Teaching and Learning to Enhance Students’ Science Problem-Solving Skills. Jurnal Pendidikan IPA Indonesia, 7(1), 66–75. https://doi.org/10.15294/jpii.v7i1.12297
Tiruneh, D. T., De Cock, M., Weldeslassie, A. G., Elen, J., & Janssen, R. (2016). Measuring Critical Thinking in Physics: Development and Validation of a Critical Thinking Test in Electricity and Magnetism. Inter-national Journal of Science and Mathematics Edu-cation, 15(4), 663–682. https://doi.org/10.1007/s10763-016-9723-0
Ukoh, E. E. (2022). Teaching electromagnetism using interactive-invention instructional strategy and the learning outcome of secondary school stu-dents. Momentum: Physics Education Journal, 10–18. https://doi.org/10.21067/mpej.v6i1.5463
Wallace, C. S., & Chasteen, S. V. (2010). Upper-division students’ difficulties with Ampère’s law. Physical Review Special Topics - Physics Education Re-search, 6(2). https://doi.org/10.1103/physrevstper.6.020115
Zacharia, Z. C., Xenofontos, N. A., & Manoli, C. C. (2010). The effect of two different cooperative approaches on students’ learning and practices within the context of a WebQuest science investigation. Educational Technology Research and Development, 59(3), 399–424. https://doi.org/10.1007/s11423-010-9181-2