Rule governed physics - current in a series circuit
David P. Maloney · Physics Education · 1986
Identifying students' strategies is only a first step for anyone interested in improving physics instruction. A question which follows such identification is how effective is classroom instruction in changing such strategies? The author found no evidence in the literature that the interaction between students' initial strategies and the instruction they receive has been studied. The purpose of the study was (i) to identify students' problem-solving strategies, both pre- and post-instruction, on two electric circuit tasks and (ii) to evaluate the effectiveness of a physics course in correcting, or modifying, erroneous strategies.