Research on the Core Difficulties in High School Physics Electromagnetism and the Suitability of One-to-One Project-Based Instruction

Linhao Zou

doi:10.6918/IJOSSER.202607_9(7).0010

Authors

Linhao Zou School of International Education, Guangdong University of Technology, Guangzhou, 510006, China

DOI:

https://doi.org/10.6918/IJOSSER.202607_9(7).0010

Keywords:

High School Physics; Electromagnetism; One-to-One Instruction; Project-Based Learning; Instructional Alignment.

Abstract

High school physics electromagnetism is considered one of the difficult and essential parts of the entire physics curriculum because it contains abstract concepts, a large number of calculations, and difficult experiments. All three are problems of the traditional large-class lecture mode, the project-based teaching model and individualised learning, and they cannot meet the different cognitive levels of students and fail to achieve the dual goal of cultivating core competencies. Therefore, this paper will use constructivism, pragmatism and situated learning theory as its theoretical basis to systematically study the three problems of electromagnetism. Next, it will examine the soundness of the correspondence between one-to-one project-based teaching and the teaching of electromagnetism. Next, it puts forward some specific ways to achieve this in the three areas of project design, tiered guidance and diverse assessment; finally, it hopes to offer some practical teaching ideas for front-line teachers of electromagnetism. The above methods can help to address the problems in teaching and promote all-round development of students' basic physics abilities.

Downloads

Download data is not yet available.

References

[1] Si, R. P. (2025). Research on teaching paths to reconstruct core concepts of senior high school electromagnetism from the perspective of physics history. Mathematical World (Senior High School Edition), 18, 106–108.

[2] Mancera Martinez, B. M., Salamanca Bernal, J. A., & Hurtado Marquez, A. (2021). 200 years of Electromagnetism. Gondola, 16, 432–463.

[3] Chen, Y. F. (2023). Research on strategies and practice of personalized tutoring in senior high school physics. (Master’s thesis). Southwest University.

[4] Saavedra, P. G. R. (2023). Comparative analysis between a traditional design curriculum and a problem and project-based learning (PBL) aligned curriculum applied to electromagnetism under systematic evaluation. In 2023 International Symposium on Accreditation of Engineering and Computing Education (ICACIT) (pp. 1–5). IEEE.

[5] Hu, J. (2025). Research and application of teaching strategies for senior high school students’ solving of physics situational problems. (Master’s thesis). Yangzhou University.

[6] Castro-Gutierrez, N., Alberto-Flores-Cruz, J., & Acosta-Magahanes, F. (2023). Virtual Electromagnetism Laboratory as a didactic strategy using situated learning approach in engineering. Revista Public, 53(2), 255–273. https://doi.org/10.30827/publicaciones.v53i2.26827

[7] Alves, D. T., de Souza, S. A. V., & Pereira Filho, S. C. F. (2011). Analysis of methodology based on Keller's personalized system of instruction applied to an introductory course of electromagnetism. Revista Brasileira de Ensino de Física, 33, 01–12.

[8] Chen, X. (2025). Analysis of difficulties and teaching strategies for electromagnetism in senior high school physics. Research on Mathematical and Physical Problem Solving, 15, 80–82.

[9] Du, P. Y. (2022). Exploratory research on the application of project-based teaching method in senior high school physics teaching. (Master’s thesis). Southwest University.

[10] Gong, Y. F. (2025). Causes and breakthrough strategies of students’ cognitive obstacles in senior high school physics electric field concept teaching. Mathematical World (Senior High School Edition), 22, 155–157.

[11] Lee, B. (2013). Analysis of high school students' difficulty related to conceptual knowledge in solving electromagnetism problems. Journal of Seoul National University, 63, 1353–1363.

[12] Ke, J. (2020). Research on senior high school students’ application of mathematical knowledge to solve physics problems. (Master’s thesis). Central China Normal University.

[13] Tang, W. J. (2022). Research on the law of double-rod model in middle school physics and its exercise teaching. (Master’s thesis). Guangxi Normal University.

[14] Zhao, Z. Q. (2023). Analysis of causes and breakthroughs in teaching difficulties of senior high school battery electromotive force and internal resistance measurement experiments. (Master’s thesis). Mudanjiang Normal University.

[15] Wu, L. L. (2025). Research on experimental teaching strategies for electromagnetic induction in senior high school physics. College Entrance Examination, 10, 112–114.

[16] Huang, R. (2020). Research on personalized guidance based on cognitive diagnosis. (Master’s thesis). East China Normal University.

[17] Peng, X. L. (2023). Research on the application of PBL teaching method in senior high school physics experimental teaching. (Master’s thesis). Changchun University.

[18] Tan, K. (2025). Teaching design and implementation of senior high school physics experiments based on project-based learning: Taking the production of a simple multimeter as an example. Physics Experimentation, 45(11), 56–62.

[19] Chen, Y. J., Cheng, Z. Y., & Chai, W. D. (2025). Research on layered teaching of senior high school physics under the background of the "3+1+2" new college entrance examination. Journal of Chifeng University (Natural Science Edition), 41(9), 77–81.

[20] Zhang, P., Huang, Y., & Huang, K. (2025). Exploration of project-based learning in senior high school physics integrating multiple intelligences theory: Taking "homemade hand-cranked generator" as an example. Teaching Monthly (Middle School Edition: Teaching Reference), 11, 14–19.