Active learning strategies on addressing misconceptions in electromagnetic induction concepts

Abstract Misconceptions in electromagnetic induction pose significant barriers to effective learning among high school students. This study investigates the effectiveness of active learning strategies in addressing these misconceptions among 11th-grade students in Mahvelat, Iran. A sample of 40 students was randomly assigned to experimental (active learning) and control (traditional teaching) groups. Data were collected using standardized pre- and post-tests with a confirmed validity by physics experts and a Cronbach’s alpha reliability of 0.798. The intervention consisted of 10 sessions of 75 min each. Data analysis using ANCOVA and Bonferroni post-hoc tests revealed that active learning strategies, including group work, hands-on projects, and field trips, significantly reduced misconceptions (from 33% to 9% in the experimental group) and improved conceptual understanding compared to traditional methods. These findings suggest that active learning strategies are effective in enhancing physics education.