Please use this identifier to cite or link to this item:
Title: Using concept mapping to learn about A level physics students’ understandings of particle physics
Authors: Gourlay, H
Issue Date: 2018
Publisher: EDP Sciences
Citation: EPJ Web of Conferences, 2018, Volume 182 (2018) pp. 1 - 7 (7)
Abstract: This article describes a small-scale piece of research using concept mapping to elicit A level students’ understandings of particle physics, which was presented in the Special Session on Physics Education and Outreach at ICNFP 2017. Fifty-nine Year 12 (16- and 17-year-old) students from two London schools participated in the research. The exercise took place during school physics lessons. Students were shown how to make a concept map and were provided with topic-specific key words. Their concept maps were analysed by identifying the knowledge propositions the students had represented, and comparing these with propositions developed from the examination specification they were studying. The only correct statement made by most of the students in both schools was that annihilation takes place when matter and antimatter collide, although some students may have been unable to distinguish between annihilation and pair production. A high proportion of students knew of up, down and strange quarks, and that the electron is a lepton. However, some students appeared to have a misconception that everything is made of quarks. Students found it harder to classify tau particles than they did electrons and muons. Where students made incorrect links about muons and tau particles their concept maps suggested that they thought they were mesons or quarks.
ISSN: 2100-014X
Appears in Collections:Dept of Education Research Papers

Files in This Item:
File Description SizeFormat 
Fulltext.pdf407.99 kBAdobe PDFView/Open

Items in BURA are protected by copyright, with all rights reserved, unless otherwise indicated.