However, many younger students simply associate magnetism with a ‘pulling force’. It is well established that older students hold a range of views about magnetism that vary considerably in their sophistication, ranging from magnetic models with surrounding ‘clouds’ of action to ideas about ‘electric rays’ and ‘fields’. Students’ confusion around non contact forces is explored in the focus idea For example, a balloon ‘rubbed’ with a cloth resulting in its attraction to another object is frequently described incorrectly by young students (and even some adults) as having been ‘magnetised’ in some way. To them, these often appear to be common experiences of the same invisible non contact force, usually only attraction. They do not see the need to discriminate between magnetic forces and electrostatic forces (or gravity). Many younger students are yet to form strong views or in many cases any views at all about how magnets interact with matter or each other. Toys very rarely make use of magnetic repulsion. ![]() wooden train carriages) or are used in simple children’s construction toys to allow them to quickly assemble more complex structures without the need for messy adhesives or difficult connections. Many children’s toys employ weak magnets to ‘stick’ materials together (e.g. Magnetic materials are regularly encountered around the home, often holding small objects on the kitchen fridge or keeping cupboards and fridge doors closed. Many young students will have had memorable but often confusing experiences with magnets and magnetic materials. Contrasting student and scientific viewsĬontrasting student and scientific views Student everyday experiences.
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