Analysis and comparison of students’ conceptual understanding of symmetry arguments in Gauss’s and Ampere’s laws

Identifying students’ difficulties in understanding Gauss’s and Ampere’s laws is important for developing educational strategies that promote an expertlike of the field concept Maxwell’s equations electromagnetic phenomena. This study aims to analyze compare symmetry when applying calculate electric or magnetic field. We conducted a how students reason regarding conditions necessary apply three inverse problems. applied two open-ended questionnaires with parallel surface features, one law other law, 322 engineering students. The problems present different scenarios common characteristic there no sufficient solve from its corresponding equation. analyzed answers phenomenographic approach, focusing on yes question their reasoning. main findings are descriptive categories comparison between contexts (outcome space). correct reasoning identifying law. refer features each scenario explain answers, oversimplified way thinking it would be possible but more complicated these scenarios. related some previously reported literature standard involving laws. However, elicited variations types representations. comparative analysis electricity magnetism allowed analyzing currents can challenging than point charges. study’s guide introductory intermediate instructors redirect approach by introducing problems.Received 29 September 2022Accepted 30 November 2022DOI:https://doi.org/10.1103/PhysRevPhysEducRes.19.010103Published American Physical Society under terms Creative Commons Attribution 4.0 International license. Further distribution this work must maintain attribution author(s) published article’s title, journal citation, DOI.Published SocietyPhysics Subject Headings (PhySH)Research AreasConcepts & principlesScientific problem solvingPhysics Education Research