Categorization of Alternative Conceptions in Electricity and Magnetism
Categorization of Alternative Conceptions in Electricity and Magnetism: the case
of Ethiopian Undergraduate Students
Abstract The purpose of this study was to categorize of 35 Ethiopian undergraduate
physics students’ alternative conceptions in electric potential and energy concepts. A descriptive
qualitative research design was used. To categorize the students’ alternative conceptions, four
independently homogeneous ability focus groups were formed. A five stage thematic
(categorical) framework analysis – familiarization, identifying a thematic framework, coding,
charting and interpretation – was made to analyze data of the focus group discussions. The
categories of alternative conceptions were based on the students’ epistemological and ontological
descriptions of the concepts investigated. Consequently, the following categories were
diagnosed: naive physics, lateral alternative conceptions, ontological alternative conceptions,
Ohm’s p-primes, mixed conceptions and loose ideas. The extensivenesses of the alternative
conceptions from the epistemological and ontological perspectives were comparable and
considerable. In the categories, the alternative conceptions were less frequently depicted. Within
and across the categories, the alternative conceptions were inconsistently revealed. Category
wise, the naïve physics and lateral alternative conceptions were more extensive than the others.
In general, it was concluded that the categories have commonly characteristics of diversified
distributions of alternative conceptions and multiple alternative conceptions of specific concepts
within and across the categories. Finally, instructional and theoretical implications were
forwarded.
Keywords Alternative conception. Categories of alternative conceptions. Conceptual
change. Electricity and Magnetism. Ethiopia. Framework thematic analysis.
1
Introduction
Alternative conceptions1 are known as pre-instructional conceptions that are often
inconsistent with scientific concepts to be taught. In literature, they are also described as theorylike student ideas (Ioannides & Vosniadou 2002), misclassification of concepts within or across
ontological categories (Chi 2008; Chi & Roscoe 2002; Chi & Slotta 1993) or fragmented
“pieces” of knowledge (diSessa 1993; diSessa et al. 2004). It is noticed that these distinctions
between alternative conceptions are resulted from different perspectives of conceptual change2
researches. In the cognitive domain of conceptual change researches, these perspectives are the
epistemological and ontological views of students’ descriptions of concepts (Duit & Treagust
2003). In other words, the researches in epistemological perspective of conceptual change (e.g.
Duschi & Gitomer 1991, Posner et al. 1982) view alternative conceptions as consistent theorylike and/or inconsistent piece-like ideas. However, researches from the ontological perspective of
conceptual change view alternative conceptions as incorrect ontological categorization of
concepts (Chi Slotta & Deleeuw 1994; Chi 2008). Nevertheless, so far alternative conceptions
researches in the epistemological perspectives of conceptual change are dominated (Duit &
Treagust 2003) and studies on students’ alternative conceptions from inclusive epistemological
1
The term alternative conception is used as it is preferred by many constructivist perspective researchers in science and
physics education.
The term conceptual change is viewed as a learning process in which students’ alternative conceptions transform
into the intended scientific conceptions (Vosniadou 2007).
2
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Categorization of Alternative Conceptions in Electricity and Magnetism
and ontological perspectives of conceptual change are limited. The highlights of alternative
conceptions types in epistemological and ontological views are described in the paragraphs of
section 1.2.
Researchers in cognitive science and science/physics education from the two perspectives of
conceptual change agree on the influence of prior knowledge in the way new science concepts
are learned. However, these researchers disagree on how alternative conceptions are organized
and developed in the learning process (diSessa et al. 2004; Vosniadou 2002). Their dispute is
based on whether the students’ alternative conceptions form a relatively coherent model or naïve
theory (Ioannides & Vosniadou 2002; Linder 1993; Vosniadou, 2002; Vosniadou & Brewer
1992) that is persistent against change or whether they are simply unstructured “pieces of
knowledge” (diSessa 1993; diSessa et al. 2004) that need to be corrected. The former one is
called the coherence (McCloskey 1983) of students’ alternative conceptions; while the later is
said to be the fragmentation (diSessa 1993) of students’ alternative conceptions. These
disputations of the researchers’ ideas on coherence versus fragmentation of students’ alternative
conceptions have influences on the way a syllabus is designed and a conceptual learning is
supported.
The different perspectives on students’ alternative conceptions put science teachers in
general and physics teachers in particular in indecisive situations with regards to change of
alternative conceptions of their students. The only identification of students’ alternative
conceptions in a given domain of science, as have been studied for the last 30 years, is believed
to be inadequate for the design of learning supportive approaches for conceptual change. The
inadequacy of the latter process is because of the different disputable perspectives on students’
alternative conceptions and conceptual change processes. In addition, earlier researches (e.g. Chi
& Roscoe 2002) have raised blurred ideas about students’ conceptions. As they showed,
alternative conceptions have different meanings due to the different ways they are formed. This
complexity of alternative conceptions have also posed problem to students’ conceptual change
because they imply different ways of conceptual change.
Since the last three decades, different types of conceptual changes have been distinguished.
These distinctions are based on different perspectives of researchers in the area. Accordingly,
from the epistemological perspective, conceptual change is viewed as assimilation and
accommodation of concepts. “Assimilation” (Posner et al. 1984) or “conceptual capture”
(Hewson 1981) of concepts refers to the use of existing conceptions to deal with new (scientific)
conceptions while “accommodation” (Posner et al. 1984) or “conceptual exchange” (Hewson
Hewson 1981) involves replacing the learner’s persistent conceptions. These two forms of
conceptual change, assimilation and accommodation, respectively, are also named as “weak
restructuring” and “radical restructuring” (Carey 1985), because the former involves
modification or incorporation of the existing conceptions while the latter involves the rejection
of the existing conception and the acceptance of a new conception. Analogously, from
ontological perspective, conceptual change is distinguished as “tree jumping” and “branch
switching” (Chi 2008; Thagard 1990) to distinguish the conceptual restructuring from incorrect
to correct ontological categories. In this perspective, branch switching is meant for
rearrangement of concepts within an ontological category, while tree jumping is meant for
restructuring of concepts in different categories.
In this paper, a categorization of alternative conceptions is made by viewing students’
descriptions of concepts from epistemological and ontological perspectives of conceptual
change. This categorization of alternative conceptions is believed to reduce the complexity of
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Categorization of Alternative Conceptions in Electricity and Magnetism
conceptual change process and be more useful than the only identification of the alternative
conceptions themselves, because the type of alternative conception categorized would indicate
the type of conceptual change needed.
1.1
Consistent/ Inconsistent Students’ Alternative Conceptions
This section is not to dispute between the consistent or inconsistent perspectives regarding
students’ alternative conceptions, but to review on some earlier empirical evidence. Thus, it is
assumed that the consistency or inconsistency of students’ alternative conceptions occur on the
basis of the empirical evidence shown in each perspective.
From the consistent perspective of alternative conceptions, for example, the empirical
studies done in the science areas like mental models of the earth (Vosniadou 1992), five
alternative mental models were identified. These students’ naïve models about the shape of the
earth were: the rectangular earth, the disc earth, the dual earth, the hallow earth and the flattened
sphere. Another example was the study of motion of macroscopic objects in introductory
mechanics, like motion implies force (Celment 1982) consistent students’ model. Likewise, in
DC circuits, there are documented students’ consistent alternative conceptions, such as the
unipolar or sink model (Fredette & Lochhead 1980; Osborne 1981), the clashing or twocomponent model (Osborne 1983) and the current consumption or sequence (attenuation) model
(Osborne 1983; Shipstone 1984). In general, the common attribute regarding studies of
alternative conceptions in mechanics and DC circuits is that they are highly related to students’
daily experiences. As a result, students are confident in their alternative conceptions (Planinic et
al. 2006) because the concepts in these two areas of physics are closest to their immediate
everyday experience and are easily observable.
From the inconsistent perspective of alternative conceptions, students are inexperienced in
the topic under study or they are just beginning to learn new concepts and their responses are
strongly context dependent (Bao & Redish 2006). In other words, as diSessa (1993) argued,
students are assumed to have their knowledge “in pieces” and different bits of knowledge tend to
be weakly connected. In addition, studies (Tao & Gunstone 1999; Li et al. 2006) showed that
students’ alternative conceptions in science are idiosyncratic and they have characteristics
vacillating from one context to another. That is, different contexts of a concept can easily
indicate different responses. Accordingly, the concepts in electricity and magnetism (EM) are
complex with abstract formal relations that are significantly more difficult to understand than
classical mechanics (Chabay & Sherwood 2006). For example, concepts like electric potential,
potential difference and fields are unfamiliar to students’ everyday experiences. In particular,
these mentioned concepts are unfamiliar to several students in developing countries like
Ethiopia. Such students begin to learn most of the EM concepts in formal classroom learning
situations. As a result, unlike in Newtonian mechanics and DC circuits, it is supposed that
students have inconsistency on their alternative conceptions of EM concepts. Therefore, in
general, it is believed that the nature of the concepts under investigation is a decisive factor for
the consistent or incontinent perspectives regarding the structures of students’ conceptions.
In addition, studies (Finkelstein 2005; Planinic 2006) have reported low scores of several
students in conceptual diagnostic tests on EM concepts. For example, studies on the assessment
of the difficulties in the concepts of EM have shown that the difficulties have similar trends
across countries and universities (Maloney et al. 2001; Planinic 2006; Saglam & Millar 2006).
This shows that students have problems with the concepts of EM globally and may cause
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Categorization of Alternative Conceptions in Electricity and Magnetism
problems in physics learning. However, so far there are no studies conducted on categorizing
students’ alternative conceptions in EM concepts.
1.2
Categories of Students’ Alternative Conceptions
Categories of alternative conceptions are meant for classification of the students’
alternative conceptions that are depicted on the basis of the nature and structure of the students’
descriptions of a given concept. Thus four categories of students’ alternative conceptions were
reviewed from different related literature of cognitive science and science education based on the
distinctions noticed in the students’ descriptions and the conceptual change perspectives
followed by the researchers. These categories are naïve physics (diSessa 1982; McCloskey
1983), ontological alternative conception (Chi 2008; Chi & Slotta 1993), lateral alternative
conception (Chi 2008; Chi & Slotta 1993) and the Ohm’s p-prim (diSessa 1993). The
distinctions among these categories are highlighted in the subsequent paragraphs.
Naïve physics: In this context, naïve physics is an intuitive physics (diSessa 1982;
McCloskey 1983) defined as a simplified and less organized students’ theoretical view of a
concept or knowledge experientially acquired. For example, Aristotelian ‘force implies velocity’
is naïve physics. Scientifically, Newtonian mechanics states that force implies acceleration but
no force implies a zero velocity or a constant none zero velocity. Accordingly, naïve physics
have some valid element of a concept or a principle of the physical world. In other words, it
represents insufficient ideas or particular cases of a concept or a principle. In the area of
electricity, for example, students’ conception of a charge moves in the direction of an electric
field is naive physics. This is so because the conception is valid at a special situation when a
point positive charge is released in an electric field but it does not apply for a negative charge or
a charged particle projected with some angle to the direction of an electric field.
Phenomenological primitives (p-primes): According to diSessa (1993), Phenomenological
primitives (p-prims) are intuitive or spontaneous physics which are made up of smaller and more
fragmented cognitive structures. The p-primes can have different forms depending on how
students respond to the concepts to be investigated. These forms are actuating agency, dying
away, resistance and interference, and Ohm's p-prim (diSessa 1993; Hammer 1996). In general,
the first three forms of the p-primes can be related to students’ conceptions of relating proximity
to intensity, i.e. closer means stronger (Hammer 1996). For example, to a question of why it is
hotter in the summer than in the winter; students’ response could be that the earth is closer to the
sun in the summer.
Among the different forms of the p-primes described by diSessa (1993), the Ohm’s p-prim,
which means more effort creates more result, is relevant to this paper. The Ohm’s p-prim is one
of the phenomenological primitives (diSessa 1993) that may be reflected by physics students
who consider Ohm’s law as a fundamental law of EM. In Ohm’s law, the electric potential is the
agent that creates an electric current against a resistance in an electric circuit. The higher the
effect (electric potential) is the higher the result (current) and the higher the resistance the less
the current will be in a circuit. Thus, students’ conceptions in the other parts of EM concepts are
supposed to be influenced by the Ohm’s law of electric circuits. For example, in the Columbic
interaction of two different charges, students may consider an exertion of a larger force on a
larger charge (Maloney et al. 2001; Leppävirta 2012). Here, the students simply related larger
charge to the larger force without understanding of action and reaction force in a system of the
two charges.
Ontological alternative conception: According to Chi (2008), categorization is a process
of identifying or assigning a concept to a category to which it belongs and is therefore assumed
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Categorization of Alternative Conceptions in Electricity and Magnetism
as an important process in physics learning. Most of the concepts in physics have attributes of
being classified into categories based on their nature, properties and descriptions. In an
ontological categorization of science concepts, matter and process are two main ontological
categories or representations (Chi 2008; Chi & Slotta 1993). For example, several teachers use
tap water analogy in teaching their students about the electric current concept. However, at the
end of the lesson some of the students may consider electric current as a fluid. It is known that
electric current is a process in relation to charge flow; while water is a substance. This means, in
such instruction, some students may conceive current as a fluid. It is such students’ incorrect
categorization of concepts which in this paper is called ontological alternative conception.
Lateral alternative conception: Students may misclassify concepts within an ontological
category (Chi 2008). It means that a concept in a hierarchy of concepts could be incorrectly
categorized into different branches. For example, students may consider electric potential as a
force, i.e. they incorrectly label electric potential under some properties of force. Though electric
potential and Columbic force can share some properties and they are found in the same
ontological category; laterally, they belong to different sub categories. It is such a conception
which in this paper is called lateral alternative conception.
In general, earlier studies on alternative conceptions of science concepts have used either
epistemological or ontological perspectives of conceptual change. As a result, the naive physics
and p-primes were based on epistemological perspective, while ontological and lateral
conceptions were viewed from ontological perspective. However, this study used inclusive
epistemological and ontological perspectives to identify and then categorize students’
descriptions of electric potential and energy (EPE) concepts. Therefore, it is supposed that the
categories of alternative conceptions that are mentioned above, and some others, can exist in the
EPE concepts. Along this, the extensivenesses of the alternative conceptions in the categories as
well as in the perspectives are studied.
In addition, in this categorization of alternative conceptions it is supposed that the coherence
or fragmentation of the students’ alternative conceptions is observed in and across the categories
to be arisen. This coherence versus fragmentation involves important theoretical and practical
implications (Clark et al. 2011). Theoretically, it contributes to the current emerging literature of
the disputable two paradigms (coherence versus fragmentation) (Clark et al. 2011; diSessa et al.
2004; Elby 2010) of the students’ alternative conceptions. Empirically, in line with Clark et al.
(2011) and Leppävirta (2012) teachers’ and curriculum experts’ awareness about coherence or
fragmentation of students’ alternative conceptions is believed to facilitate the design of
conceptual change learning activities and curriculum to support students’ conceptual learning
processes. Research is, therefore, needed in the conceptual change process in which students
correct their alternative conceptions. Hence, a study is done on the categorization of students’
alternative conceptions based on inclusive perspectives of conceptual change on students’
descriptions of EM concepts.
1.3
Theoretical Framework
Conceptual change is viewed as a learning process in which students’ alternative
conceptions transform into the intended scientific conceptions (Vosniadou 2007). This paper
used the theory as a framework because it requires primarily the identification of existing
students’ conceptions (Vosniadou & Brewer 1987). The theory is based on the constructivist
theory of learning (Von Glaserfeld & Steffe 1991; Driver et al. 1994) that describes about
knowledge and learning. In this view, knowledge is not the facts which are memorized and
repeated temporarily, but it is developmental, internally constructed and socially mediated
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Categorization of Alternative Conceptions in Electricity and Magnetism
(Fosnot 1996). Along this, the constructivist theory of learning focuses on the process of
knowledge construction by individuals and its mediation by groups.
In the constructivist theory of learning, there is a claim of epistemological and ontological
perspectives that refers knowledge to individual experience rather than to the world and it is
constituted by individual conceptual structures (Vosniadou & Brewer 1987). In this case,
conceptual structures constitute knowledge when individuals regard them as viable in
relationship to their experience. In this view, alternative conceptions refer to students’ personal
understanding of the concepts from their epistemological and ontological perspectives (Treagust
& Duit 2008). In other words, from an epistemological perspective, students’ alternative
conceptions can be viewed based on how they describe the conception being investigated; while
from an ontological perspective students’ alternative conceptions are viewed based on how they
view the nature of the conception being investigated. Therefore, this paper follows a pragmatic
inclusive conceptual change perspective that involves students’ epistemological and ontological
forms of their alternative conceptions.
1.4
Context
Currently, in Ethiopia, students enroll in higher institutions after successful completion of
two years of preparatory school education (grades 11 & 12). The enrollment criteria to all the
universities of the country, Ambo University being one of them, are the same and done
nationally by the Ministry of Education based on the students’ choices, their academic
performances and the programs offered at the universities.
Electricity and magnetism is a domain of physics selected for this study. In Ethiopia, the
concepts of EM are taught from junior secondary school to university. In school, the concepts are
incorporated in the subject general physics and are taught in grades 8, 10 & 12. At university
level, independent courses are usually offered. Consequently, the EM as a course is offered to the
first year of physics and other sciences and engineering undergraduate students. The course is
outlined into 11 chapters according to the Harmonized National Curriculum for BSc degree
program in Physics (MOE 2009). Its outline is comparable with the conceptual areas of EM that
Maloney et al. (2001) surveyed with their conceptual survey test, but with the exclusion of the
extensively researched part of DC circuits. Along this, Planinic (2006) classified the concepts of
EM into six broad units (conceptual areas) by maintaining the conceptual coherence of the
concepts. These conceptual areas are electric charge and force, electric field and force, electric
potential and energy, magnetic field ad force, electromagnetic induction and Newton’s laws in an
electromagnetic context.
However, this paper is limited to only one of the above mentioned conceptual areas,
namely, the electric potential and energy (EPE), for the following three reasons: first, the
conceptual area is one of the most difficult parts of the EM and challenge students across
different countries (Planinic 2006; Saglam & Millar 2006). Second, students’ alternative
conceptions in this area are not yet well addressed using appropriate supportive approaches that
could develop conceptual change. This could be because the alternative conceptions in this area
are not well studied compared to that of Mechanics and DC electric circuits. Third, there are
recommendations (Chabay & Sherwood 2006; Ding et al. 2006; Maloney et al. 2001; Planinic
2006) for the need to undertake in-depth studies by taking a few conceptual areas of EM using
qualitative methods. However, research has not been undertaken on categorization of students'
alternative conceptions in one or some parts of the EM concepts.
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Categorization of Alternative Conceptions in Electricity and Magnetism
1.5
The Problem
Alternative conceptions in physics concepts have been studied extensively in mechanics
(e.g., McDermott & Redish 1999; Minstrell 1982; Ramadas et al. 1996) and in DC circuits
(Baser 2006; Baser & Durmus 2010; Bilal & Erol 2009; McDermott & Redish 1999; Rosenthal
& Henderson 2006). However, alternative conceptions in the other concepts of EM have not
been investigated to such an extent as in Mechanics (e.g. Duit 2009; McDermott & Redish 1999;
Planinic 2006; Saglam & Millar 2006). The investigations on EM concepts were mainly focused
on the development and evaluation of diagnostic tests (Ding et al. 2006; Engelhadt & Beichner
2004; Maloney et al. 2001; Marx 1998; Saglam & Millar 2004). The diagnostic tests are meant to
identify alternative conceptions in terms of only the options that are provided in them. Usually
these options have one correct answer (the scientific conception) and three or four alternative
conceptions. These alternative conceptions are mostly the naïve physics ideas and they do not
constitute the ontological and the lateral alternative conceptions. In other words, they rely only
on students’ epistemological views (Elby 2010; Smith & Wenk 2006). In this paper, it is
estimated that students’ alternative conceptions are dependent on their own personal
epistemological and ontological views. As a result, it is believed to have inclusive perspectives
on the students’ conceptions in order to have holistic categories of their descriptions of the
investigated concepts.
At present, little is known about categories of students' alternative conceptions in physics
concepts in relation to inclusive conceptual change perspective. Previous studies (Clark et al.
2011; Elby 2010) have been done in the context of introductory mechanics, especially in relation
to force and motion. These earlier studies have mainly focused to the disputable ‘coherence
versus fragmentation’ structure of the concept of force based on their respective perspectives
(Clark et al. 2011; diSessa et al. 2004; Elby 2010), that is, students’ conceptions as theories or as
“pieces” perspectives. So far no study has been undertaken to categorize students’ alternative
conceptions in the concepts of EM. In short, knowledge about categories of alternative
conceptions in the concepts of EM is lacking.
Therefore, at present, there is a need to investigate and fill in the existing gap with regards
to the categories of students’ alternative conceptions in the concepts of electric potential and
energy. Consequently, this study addresses the following research questions in the context of
Ambo University, Ethiopia.
1. What are the categories of students’ alternative conceptions in the concepts of electric
potential and energy?
2. How extensive the students’ alternative conceptions are in the existing categories?
3. How consistent/inconsistent the students’ alternative conceptions are in the existing
categories?
2
Methodology
2.1
Design
A descriptive case study design that involved qualitative research approach was used to
increase the validity of the investigation reported in this paper. Qualitative method was chosen
because of the nature of alternative conceptions research. That is, as studies (Stavy 1998,
Vosniadou 2007) have shown, the nature of the study of students’ conceptions is a complex
process. This is mainly because of the fact that students’ conceptions in science are vacillated
from one context to another and features found in students’ conceptions are idiosyncratic and
diversified (Li et al. 2006). Besides, the investigation was a descriptive case study that used the
7
Categorization of Alternative Conceptions in Electricity and Magnetism
presupposed categories of alternative conceptions based on the earlier literature review.
Therefore, in general, the method was used to have an in-depth investigation on the categories of
the students’ alternative conceptions in the conceptual area of electric potential and energy by
using focus group discussion as a means of data collection. In doing so, the students’ different
ways of depictions or descriptions of concepts in their discussion were considered based on the
nature and structure of their alternative conceptions.
2.2
Method
2.2.1 Sample
The study involved 35 first year undergraduate physics students (age ranged from 18 to
23 years) who were registered for the course Electricity and Magnetism at Ambo University,
Ethiopia in 2011. Data were collected from these students in the beginning of the year 2011. All
the students knew each other as they were taught together in the first semester (October to
January 2010) of the Ethiopian academic year.
Concerning ethical issues, individuals in the research were treated as autonomous whose
decisions on whether or not to participate in research was respected and not dominated by the
researcher. So, participants’ permission was requested along with the department’s support
before data collection. The students were then informed about the aim of the research before the
collection of data. They were informed that the research test scores and any other means of data
collection done are confidential and have no impact on the classroom assessment. In addition,
written consents with the participants were made. Moreover, ethical clearance was secured from
the research committee of UNISA (University of South Africa).
2.2.2 Instrument: Focus Group Discussion (FGD)
In this study, focus group discussion was used as a tool for data collection to elicit
participants’ conceptual perceptions in the concepts of EPE. Focus group is a research technique
that enables to collect data through group interaction on a topic determined by a researcher
(Morgan 1996). In recent years, using focus group discussion as a research tool has grown in
educational research to encourage discussion among participants in order to generate qualitative
data (Valerie 1997; Parker & Tritter 2006).
Four focus groups were formed out of the volunteering students. In each focus group,
eight to nine students participated in the discussions. In the formation of the focus groups,
maximum effort was made to form nearly homogeneous ability focus groups and minimize
influences of potentially dominant students. To this end, the students’ conceptual knowledge in
EM was checked with the Conceptual Survey of Electricity and Magnetism (CSEM) (Maloney et
al. 2001). The CSEM is a survey multiple-choice diagnostic test to assess students’ conceptual
knowledge in conceptual areas of EM. It has been widely implemented in different contexts of
physics education researches related to EM (Maloney et al. 2001; Planinic 2006; Pollock 2008;
Zavala & Alarcon, 2008). Therefore, the test was used to notice the students’ conceptual
knowledge level and then form approximately homogenous focus groups for discussions.
The students’ average score on the test was 20.8%. This score was low and lay in the
random response state3 (Bao & Reddish 2001). From the participants, 98% of them scored
below 31% and only one student (2% of them) scored 40.6%, the maximum score for the class.
This means the students’ scores lay nearly in the low random response state. Therefore, it was
The random response state is a low-level response state in which the students’ responses are somewhat evenly
distributed among more than three choices.
3
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Categorization of Alternative Conceptions in Electricity and Magnetism
noticed that the students’ conceptual knowledge was in the same low-level that their dominance
on each other during discussions was assumed insignificant.
The discussions were held before the semester’s classroom learning commenced and
helped to record their alternative conceptions. The discussions were audio-taped and observation
notes (for capturing of non-verbal communication) were taken. The moderator was attentive to
the focus groups interactions that allowed him to observe and understand the agreement or
disagreement among participants concerning of the EPE concepts investigated. The discussions
were exhaustively lasted until no additional and new students’ ideas/conceptions of EPE were
added.
For validity of focus groups discussion, the factual fitness of the participants’ discussion
was checked (not to omit and/or incorrectly transcribe). With regards to its reliability a focus
group formation and discussion guide was developed for implementation and replication (if a
need arises) of the discussions.
2.2.2.1 Focus Groups Formation and Discussion Guide
This guide was developed to keep consistency of the discussions among the focus groups
and help other researchers who need to undertake similar investigations or who need to replicate
the study in a similar or other context. It incorporates the number and size of the groups, the type
and number of discussion questions, participants’ selection methods, the time schedule and the
moderator’s experience in relation to the concepts of the study.
The number and size of the groups: Initially, 45 students who were registered for the
course EM agreed to participate in this study. Accordingly, four focus groups, each with 11 to 12
students, were formed on the basis of their score in the CSEM test. However, 2 to 3 students
from each group were absent from the discussions. This reduced the total number of participants
to 35 with group size of 8 to 9 students each. However, it was believed that the absence of 2 to 3
students from each group did not affect the result as their scores lay in the same level.
The moderator: In this study, the moderator was the first author, who has more than 20
years experience of teaching physics in both high school and university and also has the
necessary subject matter knowledge, which is essential in relation to alternative conceptions and
conceptual change research.
The type and number of discussion questions: Four open-ended conceptual questions
from the EPE concepts (see Appendix) were prepared for discussion. Every member of the group
was motivated and expected to participate actively in the discussion.
Selection Method of Participants: Students were voluntarily asked to participate in the
focus group discussions. Each focus group was homogeneous with regard to their score in the
CSEM test. This was done to minimize influences of some dominant students during the
discussions.
The time schedule: On average, the maximum time for the discussion of each group was 75
minutes. However, each group’s discussion on the four discussion questions was finished within
60 minutes.
2.2.3 Data Analysis
The purpose of this paper is to report on the categorization students’ alternative
conceptions in the concepts of EPE. Subsequently, the analysis of the data collected from the
focus group discussions was driven by the purpose of the study. To this end, ‘framework
analysis’ method (Rabiee 2004; Ritchie & Spencer 1994) for focus groups data analysis was
adapted. The reason for adapting this method was, specifically, its characteristic feature that it
allows themes to develop from both the presupposed and newly emerged (Rabiee 2004). In this
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Categorization of Alternative Conceptions in Electricity and Magnetism
study, the main topic (alternative conception) and the four predetermined themes (naïve physics,
ontological alternative conception, lateral alternative conception and Ohms p-prim) were
developed from the literature. Besides, there was an open-mindedness to include additional
emerging themes from the discussions of the students. Thus, five stages of the framework
analysis described by Ritchie & Spencer (1994) were used as the basis for the focus group data
analysis. These were familiarization, identifying a thematic framework, coding, charting and
interpretation.
Familiarization: In this first stage, the audio-taped interviews were transcribed verbatim
and complemented with observation notes. Repeated listening to tapes and reading the
observational notes were done to understand a sense of the entire interviews. In short, a
systematic review of observational notes and transcripts were conducted at this level.
Identifying a thematic framework: In this stage, the presupposed themes were recognized
and extra emerged themes were developed in accordance with the conceptions expressed by the
students. Simultaneously, the conceptions of the students were filtered and classified
(categorized) into themes. Filtering, in this case, was meant to keep aside the irrelevant
participants’ statements, which were irrelevant to the research question. Also, it was maintained
open-mindedness not to force the data to fit with the predetermined themes. Consequently, in
addition to the predetermined themes, extra themes were categorized. The extra themes were
meant for those students’ ideas that did not fit into the preset themes. These extra themes were
labeled as mixed conceptions and loose ideas. The mixed conceptions were the students’
incorrect descriptions of concepts that possibly be categorized into more than one predetermined
categories, while the loose ideas were incorrect descriptions of the students that impossibly be
categorized into one or more categories.
Coding: This third stage applied to all the transcribed data that correspond to particular
themes (categories). At this stage, segments of transcripts were coded in terms of the categories
they belonged to with their respective focus groups. For example, a segment of the transcripts of
data that belonged to naïve physics and was discussed by the first focus group was coded as
NPFG1. Likewise, a segment of transcript that belonged to lateral alternative conception and was
discussed by the second focus group was coded as LACFG2 and so on. The codes were
annotated in the margins beside the texts.
Charting: In this fourth stage of the analysis, the specific pieces of data that were coded
in the previous stage were arranged in tables of the themes (categories of alternative
conceptions). Firstly, the coded segments of the transcribed data were organized into categories
in relation to the concepts in the discussion questions. In other words, coded descriptive
statements of the students’ conceptions in EPE concepts were developed into categories. These
categories were both the presupposed and the emerged themes based on the students’ own
knowledge structures and natures of their conceptual explanations given in each conceptual
question, according to the information required by the research question. Then the data were
shifted from their original textual context and placed in tables that consist of headings and
subheadings that were drawn during the thematic framework.
Interpretation: This fifth stage involved the analysis of the key characteristics as
presented in tables. This analysis was able to provide tables of the data set. In short,
interpretations were done on the developed categories or the framework in terms of frequency,
extensiveness, consistency/inconsistency (Rabiee 2004) and distribution of the students’
alternative conceptions within and across the categories. These key characteristics were analyzed
as follows.
10
Categorization of Alternative Conceptions in Electricity and Magnetism



Frequency and Extensiveness: The term frequency relates to the consideration of how often a
conception or an idea was made across the four focus groups discussions, while the term
extensiveness refers to the total frequency of the alternative conceptions in a category. The
frequencies of students’ conceptions discussed across the four focus groups were analyzed.
In other words, this frequency was the same as the number of focus groups independently
discussed a conception. The maximum of this frequency of a conception was four, which is
equal to the number of the focus groups, while its minimum was one, i.e., when only one
focus group discussed a conception. Correspondingly, the total frequencies (extensivenesses)
were analyzed in each category of students’ conceptions. The extensivenesses were analyzed
to study how often the students’ conceptions were found in the categories. The frequency and
extensiveness of the conceptions in each category were provided by tables in the results
section to guide the interpretation (see Tables 1 to 7).
Consistency or Inconsistency: Consistency/inconsistency was considered as the changes or
the variations in conceptions of a concept by the students within and across the categories.
The consistency/inconsistency of the students’ alternative conceptions was provided by a
table in the results section (see Table 8).
Distribution: Distribution referred to the total number of alternative conceptions in a
category of alternative conceptions. Correspondingly, percentage distribution referred to the
percentage of the ratio of the number of alternative conceptions in a category to the total
number of alternative conceptions and ideas in all the categories (see Table 7).
2.3
Results
The results to the first research question of ‘what are the categories of students’ alternative
conceptions in the conceptual area of electric potential and energy’ were analyzed and presented.
In this paper, there were six diagnosed categories of alternative conceptions out of which four
were the presupposed categories while the other two emerged. These were the naive physics, the
lateral alternative conceptions, the ontological alternative conceptions, the Ohm’s p-primes, the
mixed conceptions and the loose ideas. The presentation of the categories of the students’
alternative conceptions followed their order of distributions with respect to the frequencies and
extensivenesses of the alternative conceptions. These categories were analyzed and presented as
follows.
2.3.1 Theme1: Naïve Physics
The naive physics was one of the themes developed from the students’ descriptions of
concepts in the conceptual area. In the concepts of EPE, 17 alternative conceptions were
categorized into the naïve physics (see Table 1). From these alternative conceptions, seven were
in electric potential, four in electric field and six in the energy concepts. For example, several
students described that ‘there is an electric potential only when a charge is at rest’ and they
considered the potential difference as the difference between only positive and negative
potentials. Also, they perceived that potential of two opposite charges separated by some
distance is zero. This statement is true if the two opposite charges are equal and the potential is
calculated at their midpoint. Another example was that of ‘uniform electric field implies a
uniform velocity’. The students considered that a charge released in a uniform electric field
moves at a constant velocity. This was a consequence of “force implies velocity” from
Aristotelian physics. Students had some intuitive reasons for their explanations. However, they
were unable to visualize that the electric field can change the velocity of a moving body or
consequently, it can accelerate a charge released in it.
11
Categorization of Alternative Conceptions in Electricity and Magnetism
Table1 shows the students’ alternative conceptions categorized into the naïve physics in
relation to the frequency and extensiveness of their alternative conceptions.
Table 1: Naïve physics in EPE concepts with their frequency & extensiveness
Concepts
Electric
potential
Electric
field
Energy
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
Naïve physics in EPE concepts
frequency
Charge at rest implies electric potential.
2
Electric potential of two opposite charges system is zero.
2
Potential difference is the difference between positive and negative potentials.
2
The potential difference of charges separated by large distance is zero.
1
An electric potential is confined only in an atom.
1
Equipotential lines have only circular structure.
1
A changed body has only one type of charge
1
Positive charge is the only source of electric field.
2
Uniform electric field implies a uniform velocity of a charge.
2
In an electric field, Positive charge accelerates but the negative charge
1
decelerates.
Uniform electric field implies a projectile motion of a charge
1
Kinetic energy of a charge is constant in a uniform electric field.
1
Kinetic and potential energies are constant in an electric field (naïve energy
2
idea).
Positive charges have positive energy; negative charges have negative energy.
1
Work is done on an equipotential line.
1
Moving charges have no electric potential energy.
1
The kinetic energy of a charge changes on an equipotential line.
1
Extensiveness of Naïve physics in EPE concepts
23
2.3.2 Theme 2: Lateral Alternative Conceptions
In the EPE concepts, there were 12 lateral alternative conceptions (see Table 2). For
example, several students agreed on consideration of electric potential as a force. It means that
they incorrectly label electric potential under some properties of force. Although electric
potential and force can share some properties and they are found in the same ontological
category; laterally, they belong to different sub categories. In this conceptual area, eight
alternative conceptions were documented in the concept of electric potential, four in the concept
of electric potential energy and one in the electric field concept.
Table 2 Lateral alternative conceptions in EPE concepts with their frequency & extensiveness
Concepts
Electric
potential
1.
2.
3.
4.
5.
6.
7.
Lateral Alternative Conceptions in EPE concepts
frequency
Electric potential as a force: Electric potential is the attraction or repulsion of two
3
charges.
Electric Potential as an attractive force: Electrostatic potential is a potential of
2
positive and negative charged particles.
Electric potential as potential energy: Electric potential is a potential energy that
2
electric charges possess.
Electric potential as kinetic energy: Electric Potential is created by an electric field
1
because of moving charges.
Electric potential as a vector: Electric potential is a vector which is based on the
2
signs (directions) of charges.
Electric potential as charge flow/current: Electric potential is made up of flow of
1
charges from negative to positive charged materials.
Potential as position & Potential difference as a distance: Potential difference is
1
the distance between two equipotential lines.
12
Categorization of Alternative Conceptions in Electricity and Magnetism
8.
Electric
field
Electric
potential
energy
9.
Equipotential lines as electric field lines: Equipotential lines are electric field lines
that are equal and parallel to each other.
Electric field as force: Electric field is the force on any test charge.
1
1
10. Electric energy as a force: Electric potential energy is a conservative force. Electric
potential energy exists between two unlike charges (electric potential energy
implies attraction force).
11. Electric potential energy as a potential difference: Electric potential energy is the
difference between electric potentials.
12. Electric potential energy as kinetic energy: Electric potential energy is when
charges are in motion- (motion implies energy).
13. Electric potential energy as a vector: Electric potential energy is a vector that
depends on the signs (+ or -) of charges.
Extensiveness of lateral alternative conceptions in EPE concepts
2
1
3
1
21
2.3.3 Theme 3: Ontological Alternative Conceptions
The alternative conceptions, in this case, were based on whether students had placed the
concepts under investigation in a correct or an incorrect ontological category. In this theme, nine
alternative conceptions were documented. Among these alternative conceptions, four were in the
concept of electric potential, three were in the electric field concept and two were in the concept
of electric potential energy. For example, the students considered electric potential, electric field
and energy as substances under the category of matter (see Table 3). It means that they
considered the concepts as an ontological nature of substance or matter.
Table 3 Ontological alternative conceptions in EPE concepts with their frequency & extensiveness
Concepts
Electric
potential
1.
2.
3.
Electric
field
4.
5.
6.
7.
Electric
potential
energy
8.
Ontological Alternative conceptions in EPE concepts
Electric potential as material object:
 Positive potential is connected to positive charge; negative potential is
connected to a negative charge.
 When electric potential is released charge is also released.
Electric potential as charges: Electric potential is divided into two; negative
charges & positive charges.
Electric potential as a charge at rest: Electric potential is an electric charge
which does not possess motion.
Equipotential lines as real lines: Equipotential lines move in a parallel direction.
Electric field as a substance:
 Electric field flows from positive to negative.
 Electric field exists due to flow of charges through a given surface.
Electric lines as a flow of charges: Electric field lines pass through a surface with
charges.
Field lines as a flow of potential: A negative charge is used for storage of electric
potential. Students considered electric field lines as electric potential.
Potential energy as a material object: Potential energy moves with equal speed
and parallel to each other
9.
Kinetic energy as a substance: When electric potential and charges are released,
kinetic energy is also released.
Extensiveness of ontological alternative conceptions in EPE concepts
frequency
2
1
1
1
2
1
1
1
1
11
2.3.4 Theme 4: Ohm’s P-Primes
The Ohm’s Law p-prim category of alternative conceptions was reflected by some of the
students involved in this study. For example, students discussed that “when distance from a
13
Categorization of Alternative Conceptions in Electricity and Magnetism
charge increases electric potential also increases” (see Table 4). In this case, the students
considered electric potential as it increases proportional to the position.
Concepts
Electric
potential
Electric
field &
energy
Table 4 Ohm’s p-primes in EPE concepts with their frequency & extensiveness
Ohm’s p-primes in EPE concepts
frequency
1. When distance from a charge increases electric potential also increases.
1
2. An electric potential is directly proportional to kinetic energy.
1
3. In an electric field, electric potential energy and kinetic energy of a charge
1
are directly proportional.
4. Electric potential energy is directly proportional to the distance.
1
4
Extensiveness of Ohm’s primes in EPE concepts
2.3.5 Theme 5: Mixed Conceptions
A mixed conception was meant for an alternative conception that was believed to have at
least two characteristic features of the predetermined four categories ((see paragraph 3 in section
2.2.3). Accordingly, two alternative conceptions were identified and categorized in this theme
(see Table 5).
Table 5 Mixed conceptions in EPE concepts with their frequency & extensiveness
Concepts
Electric
field
Energy
Mixed type
Mixed category alternative conceptions in EPE
Motion of changes in a field as capacitor’s charging
process: In a uniform electric field, a positive charge
moves to the positive terminal and a negative charge
moves to the negative terminal.
2. Total energy increases and they are proportional to
each other: When a charged particle is released in a
uniform electric field, its energy will increase and
become positive. i.e., when potential energy increases
the kinetic energy also increases. Here, the students
conceived as if both are directly proportional to each
other.
Extensiveness of mixed conceptions in EPE concepts
Naïve physics &
Lateral
alternative
conception
Naïve physics &
Ohm’s p-primes
1.
frequency
1
2
3
2.3.6
Theme 6: Loose ideas
Loose ideas are meant for the incorrect students' descriptions that were thought not to be
attached to any of the four predetermined categories (see paragraph 3 in section 2.2.3). The
conceptions in this theme have characteristics of fluidity that pose a problem not to definitely
categorize them into either the predetermined or the mixed category. For example, ‘electric
potential is a potential that depends on given two charges’ was one of the conceptions
categorized into the loose ideas theme (see Table 6). In this case, it was impossible to be certain
whether the students conceived the electric potential as a force, as an electric energy or as a
summation of the potentials of the two charges because all these concepts are dependent on a
system of two charges.
Table 6 Loose ideas in EPE concepts with their frequency & extensiveness
Concept
Electric
potential
1.
Loose ideas
frequency
Electric potential is a potential that depends on two given charges. In this
case, no evidence was shown by the students whether they described the
potential of two charges or they considered potential as potential energy.
3
14
Categorization of Alternative Conceptions in Electricity and Magnetism
2.
Energy
3.
Electric Potential is one type of potential that could be related to kinetic
energy
Equipotential energy is the energy stored in the charge at equal distances.
The students did not mention whether they described equipotential lines
or electric potential energy.
Extensiveness of loose ideas in EPE concepts
1
1
5
2.3.7 Extensiveness of Alternative Conceptions in the Categories
In response to the second research question regarding extensivenesses of the alternative
conceptions categories, Table 7 presents a summary of the students’ alternative conceptions in
the categories in terms of their frequencies and extensivenesses. In general, as illustrated in the
table, the naive physics and lateral alternative conceptions were more extensive; while the Ohm’s
p-primes and mixed conceptions were less extensive in the categories. However, perspective
wise, the total number of alternative conceptions in the naïve physics and Ohm’s p-primes were
21 (43.6%); while the total number of lateral and ontological alternative conceptions were 22
(45.8%). This shows that the distribution of alternative conceptions in the two cognitive views of
conceptual change (epistemological and ontological) was comparable and considerable.
Correspondingly, perspective wise extensivenesses were compared.
As a result, the
extensiveness of the naive physics and Ohm’s p-primes was totally 40.9%; while the
extensiveness of categorical alternative conceptions (ontological and lateral) was totally 48.5%.
These two extensivenesses in the two perspectives were also considerable though they had
insignificant difference in favor of categorical conceptions (see Table 7).
Table 7 Distribution of alternative conceptions, frequencies and extensivenesses in the categories
Category
Naïve physics
Lateral
Ontological
Ohm’s p-primes
Mixed
Loose ideas
Total
Distribution of
alternative conceptions
17 (35.4%)
13 (27.0%)
9 (18.8%)
4 (8.3%)
2 (4.2%)
3 (6.3%)
48
4
-
Frequency
2
6
4
2
1
3
13
(6%)
(27%)
3
2
1
Extensiveness
1
11
7
7
4
1
2
32
(67%)
23 (34.8%)
21 (31.8%)
11 (16.7%)
4 (6.1%)
3(4.5%)
4 (6.1%)
66
2.3.8 Inconsistency of the Alternative Conceptions
In response to the third research question, Tables 1 to 6 were combined in Table 8 to
analyze and present the consistency or inconsistency of alternative conceptions of the concepts in
EPE within and across the categories. For example, the alternative conceptions of electric
potential emerged across all the categories. These alternative conceptions were electric potential
as a force (lateral alternative conception), rest implies electric potential (naive physics), electric
potential as a material object (ontological alternative conception), an electric potential is
proportional to distance (Ohm’s p-prim) and electric potential could be related to kinetic energy
(loose idea). Similarly, within the category of lateral alternative conceptions, the electric
potential was considered as a force, energy, a vector and a current. This showed the
inconsistency of the students’ alternative conceptions across and within the categories.
15
Categorization of Alternative Conceptions in Electricity and Magnetism
Table 8 Inconsistency in students’ alternative conceptions of EPE concepts within and across the categories
Category
Electric Potential




Naïve physics


Ontological
Alternative
conceptions
Lateral Alternative
conceptions














Loose
ideas



An electric potential is proportional to
distance
Electric potential proportional to
kinetic energy

Positive change is
the only source of
electric field
Uniform electric
field implies a
uniform velocity
In a uniform
electric field,
positive charge
accelerates; while
the negative charge
decelerates
Uniform electric
field implies a
projectile
Electric field as a
force
Energy










Electric field as a

substance
Electric lines as a

flow of charges
Field lines as a flow
of potential




3

Electric potential as a force

Electric Potential as an attractive force
Electric potential as potential energy
Electric potential as kinetic energy
Electric potential as a vector
Electric Potential as charge flow/current
Electric potential as position & Potential
difference as a distance
Equipotential lines as electric lines
Electric potential as material object

Electric potential as charges

Electric potential as a charge at rest
Equipotential lines as real lines

Mixed
concepti
ons
Ohm’s pprimes

Rest implies electric potential
Potential of two opposite charges
system is zero
The potential difference is the difference
between positive and negative potentials
The potential difference of charges
separated by large distance is zero
An electric potential is confined only in
an atom
Equipotential lines have only circular
structure
A changed body has only one type of
charges
Concepts
Electric Field
Motion of changes
in a field as
capacitor’s
charging process


Electric potential depends on a given
two charges.
Electric potential could be related to
kinetic energy.
Kinetic energy of a charge is
constant in a uniform electric
field
Kinetic and potential energies
are constant in an electric field
Positive charges have positive
energy; negative charges have
negative energy.
Work is done on an
equipotential line
Moving charges have no
potential energy
Kinetic energy of a charge
changes on an equipotential line
Energy as a force
Electric potential energy as
potential difference
Electric potential energy as
kinetic energy
Electric potential energy as a
vector
Potential energy as a material
object
Kinetic energy as substance
In an electric field, electric
potential energy and kinetic
energy of a charge are directly
proportional to each other
Electric potential energy is
directly proportional to the
distance
The total energy of a charge
increases and they are
proportional to each other
Equipotential energy is the
energy stored in the charge at
equal distances
Discussion
This case study was conducted mainly to categorize undergraduate first year physics
students’ alternative conceptions in the concepts of electric potential and energy in Ethiopia.
Besides, the extensivenesses of the alternative conceptions in the categories and the
inconsistencies of the alternative conceptions within and across the categories were studied. The
first reason was the existence of a research gap with regards to the categories of students’
16
Categorization of Alternative Conceptions in Electricity and Magnetism
alternative conceptions in the concepts of electricity and magnetism. The second was its practical
implication for both instruction and curriculum. The third was its theoretical implication to
contribute to the existing disputable perspectives of the structure of students’ alternative
conceptions (Clark et al. 2011; diSessa et al. 2004; Elby 2010). And the fourth was to undertake
an in-depth qualitative study by focusing on a few concepts of EM as recommended in earlier
studies (Planinic 2006).
To categorize the existing students’ alternative conceptions of the EPE concepts in the
situation, open-ended questions on the concepts were discussed by the students in the focus
groups. During the analysis six categories of alternative conceptions were diagnosed. These
categories were naïve physics (35.4%), lateral alternative conceptions (27.0%), ontological
alternative conceptions (18.8%), Ohm’s p-primes (8.3%), loose ideas (6.3%) and mixed
conceptions (4.2%) in order of their percentage distributions, which shows that the categories
have different distributions of the alternative conceptions (see Table 7). The overall percentage
distribution of loose ideas and mixed conceptions was 10.5%, which was less than the overall
distribution of the other four predetermined categories. Therefore, in this conceptual area of EM,
the students’ alternative conceptions identified from their focus groups discussions were
dominantly (about 90%) categorized into the presupposed four categories. Among these, the
naïve physics and the lateral alternative conceptions have 30 (62.5%) of the depicted alternative
conceptions (see Table 7). These two categories were more dominant than the ontological
alternative conceptions and the Ohm’s p-primes. Although most of the alternative conceptions
revealed were categorized into naïve physics and lateral alternative conceptions, the alternative
conceptions were inconsistent and diversified within the categories (see Table 8).
The students’ alternative conceptions not only lay in multiple categories but also in multiple
conceptions of a concept within a category. For example, the concept of electric potential were
considered as a force, as potential energy, as a kinetic energy as a current and as a vector. All
these conceptions were categorized as lateral alternative conceptions. A similar situation was
investigated in the ontological alternative conceptions. As seen in the data (see Table 8), several
students considered independently electric potential as a material body and as a charge. In this
case, although the dependence of electric potential on charges is known, the students were
unaware of the cause and effect relation; instead, they simply consider potential and charge as
the same concept that share similar properties. Furthermore, in the Ohm’s p-primes, it was
independently considered that ‘electric potential is proportional to distance and also proportional
to the kinetic energy.’
In this study, the students have multiple conceptions of a concept in different categories (see
Table 8). As an example, the students’ alternative conceptions in the concept of electric potential
lay in almost all the existed categories. These were electric potential as charges (ontological
alternative conception), as electric potential energy (lateral alternative conception), a zero
electric potential for two opposite charges system (naïve physics) and electric potential
proportional to kinetic energy (Ohm’s p-prim). This shows the inconsistency of the students’
alternative conception across the categories.
In the EPE concepts, a total of 45 alternative conceptions and three loose (uncertain) ideas
were discussed among the participants in the four focus groups. From all these conceptions and
ideas no alternative conception was discussed by all the four focus groups; 6% of the alternative
conceptions were discussed by any three of the focus groups; 27% of the alternative conceptions
were discussed by any two of the focus groups and 67% of the alternative conceptions were
discussed by any one of the focus groups (see Table 7). This implies that most of the students’
17
Categorization of Alternative Conceptions in Electricity and Magnetism
alternative conceptions were inconsistent. In other words, the students’ conceptions were
vacillated highly among and within the focus groups. This result agrees with the inclusive idea of
vacillation of students’ conceptions in science concepts (Li et al. 2006; Tao & Gunstone 1999).
However, only two most frequently revealed lateral alternative conceptions were found in
this study. These lateral alternative conceptions were the students’ conceptions of electric
potential as a force and electric energy as a force (see Table 2).
In the existing categories, the distributions of alterative conceptions and their extensiveness
across the focus groups showed similar patterns. This means both the distributions were found to
have approximately comparable values (see Table 7). In other words, a category with a largest
number of alternative conceptions was found to have a largest distribution of extensiveness
across the FCD and vice versa. This showed again the diversification of alternative conceptions
in all the categories.
In this study, the epistemological and ontological descriptions of students’ conceptions were
considered to categorize their conceptions in EPE concepts. However, if one of the perspectives,
either epistemological or ontological, was preferred as a view of this research, then such a
holistic categorization would not be investigated. For example, on the one hand, if the
epistemological perspective was traced then the dominant categories would be the naïve physics
and the Ohm’s p-primes that could overlook the ontological and lateral alternative conceptions of
the students. On the other hand, if the ontological perspective was traced then the reverse would
be the case. Based on this view and the result of this study, it was concluded that one of the bases
to the disputable perspectives on the structure of alternative conceptions is the different
theoretical framework used by different research of alternative conceptions. Therefore, a
pragmatic inclusive perspective was helpful to study these complex and holistic classifications of
alternative conceptions.
Among the alternative conceptions identified in this study, there are some similar alternative
conceptions identified in earlier studies. For example, studies (Galili 1995; Planinic 2006) have
identified ‘uniform field implies uniform velocity’ naïve conception. Also, Baser & Geban
(2007) identified ‘a charged body contains only one type of charge’ naïve conception. However,
most of the ontological and lateral alternative conceptions are newly identified. From the
category of naïve physics, alternative conceptions, like potential of two opposite point charges is
zero; rest implies electric potential; a potential difference of charges separated by large distance
is zero; and moving charges have no electric potential energy are newly identified alternative
conceptions.
In this study, the categories of students’ alternative conceptions were studied using data
from focus groups discussions that mostly based on the participants’ consensuses of responses on
the discussion questions. As a result, some individuals’ conceptions were overlooked that might
limit the descriptive inference of study. This means that the distributions of the alternative
conceptions in the categories might be affected. Therefore, for more usefulness of the results in
this study, a similar study that would consider individuals' perceptions was designed to be
undertaken using individual concept maps as a tool of investigation in the same or different
concepts.
4
Conclusion
This paper may be the first report of its kind on a categorization of undergraduate physics
students’ alternative conceptions in the concepts of electric potential and energy in Ethiopia. In
general the categories of alternative conceptions studied in this study are complex and holistic in
nature. Five categories of alternative conceptions and one category of loose ideas were
18
Categorization of Alternative Conceptions in Electricity and Magnetism
diagnosed (see paragraph 1 in section 2.3). The first four categories are presupposed or
prescribed categories based on earlier studies in science education and cognitive science; while
the last two categories emerged from the study. In general, the categorized alternative
conceptions have the following characteristics.
 The distributions of the alternative conceptions are different across the categories;
 The students’ alternative conceptions of a specific concept are categorized into
different thematic categories;
 Within a category, the students have multiple conceptions of specific concepts;
 In the existing categories, most of the students’ conceptions are described less
frequently;
 Category wise, the naïve physics and lateral alternative conceptions were more
extensive than the others;
 Perspectives wise, both epistemological and ontological alterative conceptions are
comparable and considerable;
 The students’ conceptions are mostly inconsistent across and within the categories;
and
 The students’ alternative conceptions in the categories are diversified.
Earlier studies in physics concepts were mainly focused on identifying alternative
conceptions. However, this study is the first of its kind to diagnose the existing categories of
students’ alternative conceptions in physics, particularly, in the electric potential and energy
concepts. Therefore, the results of this study are helpful in both practical and theoretical
problems related to science and technology education in general and physics education in
particular. The practical and theoretical implications of this study are discussed in the following
section.
5
5.1
Implications
Instructional Implication
A number of studies (Dykstra et al. 1992; Grayson 1994; Hake 1998) have shown that
conceptual change in physics cannot be achieved solely by traditional teaching. Because
students’ alternative conceptions are highly resistant to change by traditional teaching strategies;
and they are firmly established in everyday experiences. In addition, studies (Chabay &
Sherwood 2006; Saglam & Millar 2006; Planinic 2006) that have reported on students’ concepts
in EM at university level showed that the sequential structure of instruction that spend most of
the course on problem solving was ineffective to reduce students’ alternative conceptions.
Moreover, the cognitive conflict (Hewson & Hewson 1984) of the classical conceptual change
approach, which are based on conceptual change model (Posner et al. 1982), have their own
limitations in the context of this study, though they appear to be more efficient than traditional
teaching. The limitations, also investigated in this study, are due to the inconsistent nature of
students’ alternative conceptions (Duit & Treagust 2003). Further constraints of cognitive
conflict are attributed to the diversity found in students’ alternative conceptions as investigated
in this study.
The cognitive conflict strategy (Hewson & Hewson 1984) often facilitates conflict between
students’ coherent alternative conceptions and scientific conceptions intended to be taught. In
addition, students’ responses to scientific conceptions are influenced by their prior knowledge
(Chinn & Brewer 1993). That is, if students have inconsistent alternative conceptions about a
topic, like in the concepts of electric potential and energy investigated in this study (see
19
Categorization of Alternative Conceptions in Electricity and Magnetism
paragraph 3 in section 2.2.2), then cognitive conflict cannot be meaningful at all. Consequently,
it may be difficult to expect students’ conceptual change.
In the physics concepts studied in this situation, students’ alternative conceptions are
mostly inconsistent; different in distributions within and across the categories and less frequently
described. Besides, the alternative conceptions in from the two perspectives were considerable
and comparable. Furthermore, multiplicities of alternative conceptions of concepts within a
category were found. This means students' conceptions diversify from one context of a concept
to another. In short, the students are not confident in their alternative conceptions. Therefore, in
order to address and change alternative conceptions of such students, an appropriate supportive
approach needs to be proposed and implemented.
Based on the results of this study, the supportive approach proposed for conceptual change
of such students in the domain of this study would incorporate the following. First, the
supportive approach should be evolutionary but not revolutionary theory change paradigm, like
the cognitive conflict strategy. In other words, the process for conceptual change must be
gradually done, because there was no consistent alternative conception found not to apply the
revolutionary cognitive conflict strategy and change it into the scientific conception. Then, the
approach should comparably take both epistemological and ontological components of the
students’ conceptual change. This means the mechanism must encompass categorical (lateral and
ontological) restructuring of concepts as well as exchange of epistemological concepts.
On the basis of the aforementioned, it is supposed that the cognitive perturbation strategy
(Li et al. 2006) would be a better strategy to bring conceptual change among students. The basic
idea of this strategy is based on the proposition that the paths of conceptual change for different
students/groups of students are idiosyncratic, diverse and context sensitive (Li et al. 2006). Based
on the contexts students would immerse, the types (paths) of perturbations necessary for
initiating conceptual change can be varied. That is, the strategy is based on constructivist theory
of learning (Driver et al. 1994), like the cognitive conflict strategy (Hewson & Hewson 1984) of
classical conceptual change approach. However, the cognitive perturbation strategy provides
appropriate perturbations to initiate students’ conceptual change towards more scientifically
viable intermediate conceptions than their preconceptions (evolutionary process), before
suddenly reaching scientific conceptions (Li et al. 2006).
5.2
Theoretical Implication
This study was not intended to dispute between the coherence and fragmentation of
alternative conceptions (Clark et al. 2011; diSessa et al. 2004; Elby 2010); however, the methods
of this study and the results may facilitate arguments. Therefore, the diagnosed alternative
conceptions are in favor to fragmentation over coherence perspective of students’ alternative
conceptions, because the diagnosed students’ alternative conceptions are diversified, inconsistent
within and across the categories and less frequent and less extensive in the categories.
6
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Appendix: Focus Group Discussion Questions in Electric Potential & Energy Concepts
1.
2.
3.
4.
What is electric potential?
What is electric potential energy?
What relationships between electric potential and electric field could exist?
How would electric potential and potential energy be related?
24