Abstract:
Physics subject continues to be considered as difficult and unattractive by students. This
leads to the development of negative attitudes towards the subject. Electricity and magnetism as one of the most important areas in physics is particularly considered as difficult due to their abstract nature. Different studies on students’ conceptual understanding of electricity and magnetism have been conducted and several instructional strategies for conceptual change in this subject matter have been provided. However, there are still some persisting misconceptions even after being treated by those suggested instructional strategies. By using diagnostic tests and remedial approaches to sort out learning barriers, there is a possibility that students’ performance might improve, which would likely lead to disappearing these learning barriers and retaining the appropriate concepts over time scales beyond the assessment schedule of individual classes. Therefore, after reporting on the impact of students’ preconceptions on learning, this review paper also highlights some existing studies on students’ misconceptions in electricity and magnetism. The paper also updates physics educators and researchers on some conceptual tests and assessments used to test students’ misconceptions in electricity and magnetism and some suggested strategies for remedying those misconceptions. Some educational implications and practical recommendations for effective teaching and learning in electricity and magnetism are also outlined.
