**Commenced**in January 2007

**Frequency:**Monthly

**Edition:**International

**Paper Count:**30011

##### Levels of Students’ Understandings of Electric Field Due to a Continuous Charged Distribution: A Case Study of a Uniformly Charged Insulating Rod

**Authors:**
Thanida Sujarittham,
Narumon Emarat,
Jintawat Tanamatayarat,
Kwan Arayathanitkul,
Suchai Nopparatjamjomras

**Abstract:**

**Keywords:**
Electrostatics Electric field due to continuous
charged distributions,
inverse square law,
superposition principle,
levels of student understandings.

**Digital Object Identifier (DOI):**
doi.org/10.5281/zenodo.1338872

**References:**

[1] C. McMillan and M. Swadener, "Novice use of qualitative versus quantitative problem solving in electrostatics," Journal of Research in Science Teaching, vol. 28, 1991, pp. 661-670.

[2] D. C. Meredith and K. A. Marrongelle, "How students use mathematical resources in an electrostatics context," American Journal of Physics, vol. 76, 2008, pp. 570-578.

[3] C. Furió and J. Guisasola, "Difficulties in learning the concept of electric field," Science Education, vol. 82, 1998, pp. 511-526.

[4] D. Hu and N. S. Rebello, "Understanding student use of differentials in physics integration problems," Physical Review Special Topics-Physics Education Research, vol. 9, 2013, p. 020108.

[5] D.-H. Nguyen and N. S. Rebello, "Students’ difficulties with integration in electricity," Physical Review Special Topics-Physics Education Research, vol. 7, 2011, p. 010113.

[6] C. Singh, "Student understanding of symmetry and Gauss’s law of electricity," American journal of physics, vol. 74, pp. 923-936, 2006.

[7] C. Furió, J. Guisasola, J. Almudí, and M. Ceberio, "Learning the electric field concept as oriented research activity," Science Education, vol. 87, pp. 640-662, 2003.

[8] M. Saarelainen, A. Laaksonen, and P. Hirvonen, "Students' initial knowledge of electric and magnetic fields—more profound explanations and reasoning models for undesired conceptions," European Journal of Physics, vol. 28, p. 51, 2007.

[9] J. Walker, R. Resnick, and D. Halliday, Fundamentals of physics: Wiley, 2008.

[10] R. Knight and R. Knight, Physics for Scientists and Engineers: A Strategic Approach with Modern Physics (and Mastering Physics TM): Pearson Educaiton., 2007.

[11] M. Planinic, "Assessment of difficulties of some conceptual areas from electricity and magnetism using the Conceptual Survey of Electricity and Magnetism," American Journal of Physics, vol. 74, pp. 1143-1148, 2006.

[12] A. H. Haidar, "Prospective chemistry teachers' conceptions of the conservation of matter and related concepts," Journal of Research in Science Teaching, vol. 34, pp. 181-197, 1997.

[13] M. Calik and A. Ayas, "A comparison of level of understanding of eighth‐grade students and science student teachers related to selected chemistry concepts," Journal of Research in Science Teaching, vol. 42, pp. 638-667, 2005.

[14] B. Coştu and A. Ayas, "Evaporation in different liquids: Secondary students’ conceptions," Research in Science & Technological Education, vol. 23, pp. 75-97, 2005.

[15] C. Tanahoung, R. Chitaree, and C. Soankwan, "Probing thai freshmen science students’ conceptions of heat and temperature using open-ended questions: a case study," Eurasian Journal of Physics and Chemistry Education, vol. 2, pp. 82-94, 2010.