In this paper the results of a systematic investigation into university students’ misunderstandings of d.c. simple circuit operations are reported. These results provide evidence of various misconceptions present before and after the teaching at university level of the topics on d.c. circuits: a battery as a source of constant current; the wrong interpretation of the junctional relation expressed by Ohm's law; power dissipated; resistors in parallel. In conclusion, a brief comment is made on the need to make university teachers aware of these results and on the many difficulties encountered in such an attempt.
RIASSUNTO In questo lavoro sono riportati i risultati di una indagine sistematica su comuni forme di ragionamento (errate) che studenti universitari manifestano sul fitn-zionamento di semplici circuiti elettrici. I concetti su cui é stata focalizzata I'attenzione e che sono presenti non solo prima ma anche dopo I'insegnamento a livello universitario sono: la batteria come sorgente di corrente costante, I'errata interpretazione delle relazioni funzionali relative alla legge di Ohm e alia potenza dissipata in un circuito, il collegamento di resistenze in parallelo. Segue, infine, un breve commento sulla necessityá di rendere consapevoli i docenti universitari di tali risultati e delle difficolta incontrate in tale tentativo. 相似文献
This study employs a factorial design to investigate the efficacy of all possible combinations of modeling, praise, and criticism as a means of teaching empathic responding to counselor trainees. Measures of empathy were taken on 64 female introductory psychology students at the beginning of an experimental session and following each of two training segments. Results indicate a significant effect for modeling and stage of training. There was a significant interaction between modeling and stage of training such that subjects in the modeling conditions were rated higher in empathy than those in the no-modeling condition at the mid- and postmeasure but not at the premeasure. Results are in agreement with one previously published study but are inconsistent with two others. Discussion focuses on the critical elements of effective feedback techniques. 相似文献