Investigating Students' Misconceptions in Learning Magnetic Field and Force for Cambodian High Schools

Abstract

This study aims to analyze students’ misconceptions to examine the difficulties students face in learning about magnetic fields and forces in Cambodian high schools. Methodology included both quantitative and qualitative data. Quantitative data were collected from 1,685 high school students who completed a 30-item multiple-choice diagnostic test. Qualitative data was obtained through semi-structured interviews with 30 selected students. The results revealed several recurring misconceptions, including the misapplication of the Right-Hand Rule (RHR), difficulty in translating between two-dimensional diagrams and three-dimensional models, confusion with vector symbols, misinterpretation of magnetic poles, and a misconception of the magnetic force between current-carrying wires. There are five patterns of misconception, including misapplication of the RHR, symbol confusion, misconceptions about magnetic poles, misinterpretation from 2D to 3D representations, and misconceptions concerning magnetic forces between current-carrying wires. In the Cambodian context, a significant number of students had misconceptions about converting and understanding the spatial relationship between the 2D representation and the actual 3D orientation of magnetic fields and forces. Most students struggle with interpreting 2D to 3D diagrams; they are challenged by rotating the object, visualizing orientation changes when the current direction or magnetic field direction changes, interpreting its position from different views, and misapplication of RHR. The implications of this study suggest that instructional strategies should place more emphasis on helping students translate between 2D diagrams and 3D models, supported by explicit training in applying the Right-Hand Rule. Incorporating interactive tools, hands-on activities, and visualization strategies into curriculum design could reduce misconceptions and improve students’ conceptual understanding of magnetic fields and forces. For further study, the findings emphasized the need to develop students’ ability to visualize 3D representations from 2D diagrams and apply RHR through hands-on activities to enhance conceptual understanding in physics.