Diagnosing alternative conceptions of Fermi energy among undergraduate students
Diagnosing alternative conceptions of Fermi energy among undergraduate students
复制标题
诊断本科生对费米能量的替代概念
DOI：
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发表时间：
2012
期刊：
影响因子：
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通讯作者：
P. K. Ahluwalia
中科院分区：
文献类型：
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作者：
Sapna Sharma;P. K. Ahluwalia
物理教育研究者已经科学地确立了这样一个事实，即对新概念的理解和对传入信息的解释受到学生先前存在的知识和信念的强烈影响，称为认识论信念。这可能会导致学生实际学到的东西和老师期望他们学到的东西之间存在差距。在课堂上，作为一名教师，至少在所教授的某一特定领域的关键概念上，试图弥合这种差距是可取的。费米能量（εF）是统计物理/固态物理课程中出现的一个关键概念，也是描述材料行为的基础。在本文中，我们介绍了在管理作者开发的称为统计物理概念调查的诊断工具的过程中出现的关于费米能量误解的结果。它涉及在学习固态物理和统计物理本科基本重要的八个主题。该工具的问题项目经过了完善的顺序过程：主题定义，德尔菲研究，学生访谈，起草问题，管理，工具的效度和可靠性。在测试前和测试后的设计中，该工具被用于一组本科生和研究生。本文以费米能作为诊断工具的主题之一进行分析和讨论。对学生在访谈中给出的回答和推理意见进行分析。这一分析帮助我们确定了学生在这一主题上普遍存在的误解/学习差距。本文还介绍了电子表格如何有效地用于消除已识别的误解，并在可视化费米能量周围系统行为的同时帮助欣赏更细微的差别，这些行为通常被教师和学习者回避。
Physics education researchers have scientifically established the fact that the understanding of new concepts and interpretation of incoming information are strongly influenced by the preexisting knowledge and beliefs of students, called epistemological beliefs. This can lead to a gap between what students actually learn and what the teacher expects them to learn. In a classroom, as a teacher, it is desirable that one tries to bridge this gap at least on the key concepts of a particular field which is being taught. One such key concept which crops up in statistical physics/solid-state physics courses, and around which the behaviour of materials is described, is Fermi energy (εF). In this paper, we present the results which emerged about misconceptions on Fermi energy in the process of administering a diagnostic tool called the Statistical Physics Concept Survey developed by the authors. It deals with eight themes of basic importance in learning undergraduate solid-state physics and statistical physics. The question items of the tool were put through well-established sequential processes: definition of themes, Delphi study, interview with students, drafting questions, administration, validity and reliability of the tool. The tool was administered to a group of undergraduate students and postgraduate students, in a pre-test and post-test design. In this paper, we have taken one of the themes i.e. Fermi energy of the diagnostic tool for our analysis and discussion. Students’ responses and reasoning comments given during interview were analysed. This analysis helped us to identify prevailing misconceptions/learning gaps among students on this topic. How spreadsheets can be effectively used to remove the identified misconceptions and help appreciate the finer nuances while visualizing the behaviour of the system around Fermi energy, normally sidestepped both by the teachers and learners, is also presented in this paper.