A written questionnaire was submitted to two samples of sophomore students mainly from the Faculty of Engineering at Ban University (Southern Italy). The eight problems proposed in the questionnaire concerned the functioning of simple d.c. circuits. Analysis of the results shows the presence of a common misunderstanding (sequential reasoning) based on a ‘local’ interpretation of the current flow (i.e. the current value at a given position is not influenced by the passive elements not yet ‘encountered’ by the current). This form of reasoning has been found to be very tenacious since it is still largely shared after teaching on circuitry at university level and is present even in students who have passed the physics examination at university. The implications of these results are considered
RISSUNTO A due campioni di studenti appartenenti soprattutto al secondo e terzo anno delta Facoltá di Ingegneria dell’Universitá di Bari é stato proposto un questionario (8 problemi) sul funzionamento di semplici circuiti elettrici. L'analisi dei risultaii ha evidenziato I'esistenza di un errore comune (ragionamento sequenziale) consistent in una interpretazione ‘locale‘ delflusso di corrente: la corrente in un punto del circuito non e influenzata dagli elementi passivi, se da essa non ancora ‘attraversati’. Si é riscontrato eke tale forma di ragionamento é largamente presente anche dopo I'insegnamento della circuitistica a livello universitario e in studenti che hanno superato l'esame di fisica. Vengono, quindi, discusse le implicazioni derivanti da tali risultati. 相似文献
This study appraised the degree to which student profiles on the Jackson Vocational Interest Survey (JVIS) for different academic majors could be clustered in a meaningful way. From an initial sample of 10,134 students, a matrix of mean scores for 131 academic majors on each of 34 JVIS basic interest scales was computed. This matrix was subjected to a singular value decomposition with subsequent orthogonal and oblique rotations of 17 reference axes. The 17 clusters so defined reflected distinct sets of academic major fields, with separate clusters for majors in engineering, computer science, performing arts, communicative arts, human services, and others. Male and female groups entered into the definition of every cluster. Based on the salient representations of academic majors on these reference axes, modal cluster profiles were computed and decomposed into five orthogonal higher-order dimensions. The implications of these findings for the psychology of occupational choice, career development, and vocational interest measurement are outlined. 相似文献