Eurasia Journal of Mathematics, Science and Technology Education

• Barniol, P., & Zavala, G. (2015). Calculation of vector components: A tutorial worksheet to help students develop a conceptual framework. Revista Brasileira de Ensino de Física [Brazilian Journal of Physics Teaching], 37(3). https://doi.org/10.1590/S1806-11173721809
• Barniol, P., & Zavala, G. (2016). A tutorial worksheet to help students develop the ability to interpret the dot product as a projection. EURASIA Journal of Mathematics, Science and Technology Education, 12(9), 2387-2398. https://doi.org/10.12973/eurasia.2016.1271a
• Boyer, T. H. (2019). Illustrations of Maxwell’s term and the four conservation laws of electromagnetism. American Journal of Physics, 87(9), 729-738. https://doi.org/10.1119/1.5115339
• Bozzo, G., Michelini, M., Bonanno, A., & Stefanel, A. (2022). Atwood’s machine and electromagnetic induction: A real quantitative experiment to analyze students’ ways of reasoning. EURASIA Journal of Mathematics, Science and Technology Education, 18(2), em2077. https://doi.org/10.29333/ejmste/11567
• Campos, E., Hernandez, E., Barniol, P., & Zavala, G. (2021). Phenomenographic analysis and comparison of students’ conceptual understanding of electric and magnetic fields and the principle of superposition. Physical Review Physics Education Research, 17, 020117. https://doi.org/10.1103/PhysRevPhysEducRes.17.020117
• Campos, E., Hernandez, E., Barniol, P., & Zavala, G. (2023). Analysis and comparison of students’ conceptual understanding of symmetry arguments in Gauss’s and Ampere’s laws. Physical Review Physics Education Research, 19(1), 010103. https://doi.org/10.1103/PhysRevPhysEducRes.19.010103
• Campos, E., Zavala, G., Zuza, K., & Guisasola, J. (2019). Electric field lines: The implications of students’ interpretation on their understanding of the concept of electric field and of the superposition principle. American Journal of Physics, 87, 660-667. https://doi.org/10.1119/1.5100588
• Griffiths, D. J. (2017). Introduction to electrodynamics. Cambridge University Press. https://doi.org/10.1017/9781108333511
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• Guisasola, J., Almudí, J. M., & Zuza, K. (2010). The design and evaluation of an instructional sequence on Ampere’s law. American Journal of Physics, 78(11), 1207-1217. https://doi.org/10.1119/1.3442473
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• Guisasola, J., Salinas, J., Almudí, M., & Velazco, S. (2003). Análisis de los procesos de aplicací on de las leyes de Gauss y Ampère por estudiantes universitarios de Espã na y Argentina [Analysis of the application processes of Gauss and Ampère’s laws by university students from Spain and Argentina]. Revista Brasileira de Ensino de Física, 25(2). https://doi.org/10.1590/S0102-47442003000200008
• Hekkenberg, A., Lemmer, M., & Dekkers, P. (2015). An Analysis of teachers’ concept confusion concerning electric and magnetic fields. African Journal of Research in Mathematics, Science and Technology Education, 19(1), 34-44. https://doi.org/10.1080/10288457.2015.1004833
• Hernandez, E., Campos, E., Barniol, P., & Zavala, G. (2019). The effect of similar surface features on students’ understanding of the interaction of charges with electric and magnetic fields [Paper presentation]. Physics Education Research Conference 2019. https://doi.org/10.1119/perc.2019.pr.Hernandez
• Hernandez, E., Campos, E., Barniol, P., & Zavala, G. (2021). Comparing students’ understanding of Gauss’s and Ampere’s laws with field sources in square-like symmetries [Paper presentation]. Physics Education Research Conference 2019. https://doi.org/10.1119/perc.2021.pr.Hernandez
• Hernandez, E., Campos, E., Barniol, P., & Zavala, G. (2022). Phenomenographic analysis of students’ conceptual understanding of electric and magnetic interactions. Physical Review Physics Education Research, 18(2), 020101. https://doi.org/10.1103/PhysRevPhysEducRes.18.020101
• Li, J., & Singh, C. (2018a). Investigating and improving introductory physics students’ understanding of symmetry and Gauss’s law. European Journal of Physics, 39, 015702. https://doi.org/10.1088/1361-6404/aa8d55
• Li, J., & Singh, C. (2018b). Investigating and improving introductory physics students’ understanding of electric flux. European Journal of Physics, 39, 045711. https://doi.org/10.1088/1361-6404/aabeeb
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• Pepper, R. E., Chasteen, S. V., Pollock, S. J., & Perkins, K. K. (2012). Observations on student difficulties with mathematics in upper-division electricity and magnetism. Physical Review Special Topics-Physics Education Research, 8, 010111. https://doi.org/10.1103/PhysRevSTPER.8.010111
• Sayre, E. C., & Heckler, A. F. (2009). Peaks and decays of student knowledge in an introductory Example course. Physical Review Special Topics- hysics Education Research, 5(1), 013101. https://doi.org/10.1103/PhysRevSTPER.5.013101
• Scaife, T. M., & Heckler, A. F. (2011). Interference between electric and magnetic concepts in introductory physics. Physical Review Special Topics-Physics Education Research, 7(1), 010104. https://doi.org/10.1103/PhysRevSTPER.7.010104
• Singh, C. (2004). Student understanding of symmetry and Gauss’ law. In Physics Education Research Conference. https://doi.org/10.1063/1.2084702
• Singh, C. (2006). Student understanding of symmetry and Gauss’s law of electricity. American Journal of Physics, 74(10), 923-936. https://doi.org/10.1119/1.2238883
• Traxler, A. L., Black, K. E., & Thompson, J. R. (2006). Students’ use of symmetry with Gauss’s law. In Physics Education Research Conference (pp. 173-176). https://doi.org/10.1063/1.2508720
• Wallace, C. S., & Chasteen, S. v. (2010). Upper-division students’ difficulties with Ampère’s law. Physical Review Special Topics-Physics Education Research, 6, 020115. https://doi.org/10.1103/PhysRevSTPER.6.020115
• Zavala, G. (2019). The design of activities based on cognitive scaffolding to teach physics. In Upgrading Physics Education to Meet the Needs of Society (pp. 169-179). Springer. https://doi.org/10.1007/978-3-319-96163-7_11

APA

Campos, E., Hernandez, E., Barniol, P., & Zavala, G. (2023). Learning interference between electricity and magnetism? Analysis of patterns and consistency. Eurasia Journal of Mathematics, Science and Technology Education, 19(7), em2302. https://doi.org/10.29333/ejmste/13347

Vancouver

Campos E, Hernandez E, Barniol P, Zavala G. Learning interference between electricity and magnetism? Analysis of patterns and consistency. EURASIA J Math Sci Tech Ed. 2023;19(7):em2302. https://doi.org/10.29333/ejmste/13347

AMA

Campos E, Hernandez E, Barniol P, Zavala G. Learning interference between electricity and magnetism? Analysis of patterns and consistency. EURASIA J Math Sci Tech Ed. 2023;19(7), em2302. https://doi.org/10.29333/ejmste/13347

Chicago

Campos, Esmeralda, Eder Hernandez, Pablo Barniol, and Genaro Zavala. "Learning interference between electricity and magnetism? Analysis of patterns and consistency". Eurasia Journal of Mathematics, Science and Technology Education 2023 19 no. 7 (2023): em2302. https://doi.org/10.29333/ejmste/13347

Harvard

Campos, E., Hernandez, E., Barniol, P., and Zavala, G. (2023). Learning interference between electricity and magnetism? Analysis of patterns and consistency. Eurasia Journal of Mathematics, Science and Technology Education, 19(7), em2302. https://doi.org/10.29333/ejmste/13347

MLA

Campos, Esmeralda et al. "Learning interference between electricity and magnetism? Analysis of patterns and consistency". Eurasia Journal of Mathematics, Science and Technology Education, vol. 19, no. 7, 2023, em2302. https://doi.org/10.29333/ejmste/13347