Adapting ability baselining framework on student mental models for electric fields

Abstract

One of the challenges in Physics education is teaching concepts that require spatial visualization skills, in particular, electric fields. Mental model development offers a promising solution for enhancing students’ representation of electric fields. However, less attention is given to mental model development in the prescribed Physics education curriculum. This study assessed the mental modeling ability of tertiary students with electric field using a modified mental model ability framework. Specifically, the framework was adapted for leveling the mental modeling ability of tertiary students on electric field. A validated and modified problem-solving testing on the electric field was conducted to 18 tertiary students at a state university and private institution. The result of the pretest categorized the mental modeling ability of students into the following levels: low mental model (LMM), moderate mental model (MMM), and high mental model (HMM). It is observed that most of the students have LMM as they lack correct representation skills of electric fields, cannot perform task analysis, unable to adjust mental modeling processes specific to electric fields, and do not perform self-checks. Only a few of the population exhibited MMM to HMM. This deficiency is further evidenced by the significant number of students who opted not to attempt the test items, citing a lack of understanding. These results highlight a pressing need for a revised teaching strategy that emphasizes the development of mental models, thereby improving students' comprehension and application of electric field concepts.