Guiding students towards an understanding of the electromotive force concept in electromagnetic phenomena through a teaching-learning sequence
Open accessAbstract
In this work we present the application of design based research (DBR) methodology to conduct a systematic iterative study of the design and implementation of a teaching-learning sequence (TLS) on emf (electromotive force).This work is the final part of a broader study that started with the analysis of students' difficulties with emf in the contexts of transitory current, direct current, and electromagnetic induction.We complete our research by investigating to what extent students see emf as a cross-cutting concept.We establish the design parameters based on an epistemological analysis and the empirical data, and describe how we devised and implemented the first version of the TLS that takes 4.5 h of classroom time.We analyze the data obtained in the first implementation and describe the redesign process that resulted in a second version of the TLS that takes 1.5 h of classroom time.We conclude that both versions of the TLS effect a similar boost in student attainment of learning objectives compared to the control group.
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After fully standing still, the battery OCV is approximately equal to the battery balance EMF.
“After fully standing still, the battery OCV (open circuit voltage) is approximately equal to the battery balance EMF.”
From The Influence of Temperature on the Capacity of Lithium Ion Batteries with Different Anodes (2021) · cites this paper as [33]
In “A. First version of the TLS (TLS1)” (page unavailable), the paper gives the battery relation ε − ir = terminal voltage; at zero current, this supports numerical equality between open-circuit voltage and emf. “B. Emf: A cross-cutting concept” also says emf and potential difference can have the same numerical value. The paper does not address the claimed condition of a battery having fully stood still or define a battery “balance EMF.” (LLM, conf=0.83)
Experimental — accuracy not yet measuredThe battery balance EMF and battery SOC have a fixed monotonic non-linear functional relationship.
“According to relevant research results, the battery balance EMF (electrodynamic force) and battery SOC have a fixed monotonic non-linear functional relationship [32,33].”
From The Influence of Temperature on the Capacity of Lithium Ion Batteries with Different Anodes (2021) · cites this paper as [33]
The paper’s “Emf: A cross-cutting concept” section defines battery emf as work done per unit charge, but does not address battery state of charge. Searches for SOC, state of charge, and a monotonic nonlinear relationship found no passage establishing the claimed relationship. (LLM, conf=0.76)
Experimental — accuracy not yet measured
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Percentages, sums and reported differences re-computed from the paper’s own numbers.
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Research works printed but not linked: 33
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Cited by
Sorted by citations
The Influence of Temperature on the Capacity of Lithium Ion Batteries with Different Anodes
Lv, S., Wang, X., Lu, W., Zhang, J., & Ni, H. (2021) · Energies · doi:10.3390/en15010060 · Cited by 99 · see citing works
“According to relevant research results, the battery balance EMF (electrodynamic force) and battery SOC have a fixed monotonic non-linear functional relationship [32,33].”
Background
- Authors
- Zuza, K., De Cock, M., van Kampen, P., Kelly, T., & Guisasola, J.
- Affiliations
- University of the Basque Country (ES)
- Galway-Mayo Institute of Technology (IE)
- Venue
- Physical Review Physics Education Research
- Publisher
- American Physical Society (APS)
- Published
- 2020-08-03
- Volume
- 16
- Issue
- 2
- ISSN
- 2469-9896 (ISSN-L)
- OpenAlex
- W3046857954
- Cited by
- 19
- References
- 0
- Citations by year
- 2026: 1 · 2025: 2 · 2024: 4 · 2023: 4 · 2022: 6 · 2021: 2
- FWCI
- 4.55
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- Locations
- Physical Review Physics Education Research (publishedVersion, cc-by)
- Communities in ADDI (University of the Basque Country) (publishedVersion, cc-by)
- Dublin City University Open Access Institutional Repository (Dublin City University) (submittedVersion, cc-by)
- Lirias (submittedVersion, other-oa)
- Communities in ADDI (Universidad del Pais Vasco) (submittedVersion, other-oa)
- LA Referencia (Red Federada de Repositorios Institucionales de Publicaciones Científicas) (submittedVersion, cc-by)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Hispana (submittedVersion, cc-by)
- Funders
- Ministerio de Economía y Competitividad (PID2019-105172RB-I00)
- Federación Española de Enfermedades Raras
- Euskal Herriko Unibertsitatea (GIU19/071)
- Topics
- Social Sciences › Education › Science Education and Pedagogy
- Social Sciences › Education › Educational Methods and Outcomes
- Social Sciences › Education › Innovative Teaching Methods
- Keywords
- electromotive force, teaching-learning sequence, electromagnetic induction, transient current, direct current, crosscutting concepts, student misconceptions, physics curriculum design, instructional redesign, design-based research
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