The interference dip disappears once instruction returns to vector-based topics such as magnetic fields¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Student response rebounds to its initial values once instruction returns to vector-based topics involving magnetic fields. → Clark 2010

Evidence¶

Clark 2010¶

Clark, J. W., Sayre, E. C., and Franklin, S. V. (2010). Fluctuations in Student Understanding of Newton's 3rd Law. arXiv preprint. https://arxiv.org/abs/1009.0260 doi:10.48550/arxiv.1009.0260

q2 · i? · causal · r1

Reported in the abstract and conclusions for the E&M response curve: after the week-4 dip during scalar instruction, response recovers when vector-based magnetic-field topics resume.

"Student response rebounds to its initial values, however, once instruction returns to the vector-based topics involving magnetic fields."

Discussion¶

Related Claims¶

• Correct responses to Newton's Third Law questions rose while forces were taught, peaked at the end of that instruction and fell back toward chance by the end of the quarter — related
• Instruction on scalar electric potential produces a pronounced dip in correct vector-based Newton's Third Law responses in E&M — related
• Current instruction affects previously learned knowledge (interference), calling into question the accuracy of any single assessment — a broader claim this one bears on
• Multiple representations improve learning — related
• Students enter E&M with a higher initial Newton's Third Law response (66%) than they exited Mechanics, most likely due to a winnowing effect — related