The Conceptual Survey of Electricity and Magnetism (CSEM) is a widely used multiple-choice instrument measuring a student’s conceptual understanding of electricity and magnetism. This study applied modified module analysis (MMA) and modified module analysis—partial (MMA-P), network analytic methods that identify groups of correlated responses, to CSEM data from two institutions ($N=2538$ and 3595). In module analysis, groups of correlated responses are called “communities.” As in previous applications of MMA and MMA-P to mechanics conceptual inventories, a number of communities related to physics concepts and some communities related to the structure of blocked items in the inventory were identified. An item block is a set of items all referring to each other or to a common stem. Many blocked communities involved responses where the response to the later item would be correct if the response to the earlier item was correct. This suggests a modified scoring rubric for the CSEM is needed to account for these connections between items. A modified scoring rubric is proposed; however, the modified overall average scores changed by less than 1%. The communities of incorrect responses to the CSEM related to physical concepts had varied explanations. These explanations ranged from seemingly straightforward errors (the electric field pointing to higher potential or reversing the right-hand rule), to misconceptions about Newton’s 2nd and 3rd laws carried over from mechanics, to naive reasoning conflating general topics in electricity and magnetism. The identification of incorrect communities allowed the computation of misconception scores showing how prevalent the misconceptions were in the classes studied.

中文翻译：

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将模块分析应用到电磁学概念测量中

电磁学概念调查（CSEM）是一种广泛使用的选择工具，用于测量学生对电磁学的概念理解。本研究对来自两个机构的CSEM数据应用了修改后的模块分析（MMA）和修改后的模块分析-部分（MMA-P）网络识别方法，这些方法可以识别相关响应组。$ñ=2538$和3595）。在模块分析中，相关响应组称为“社区”。如同先前将MMA和MMA-P应用于力学概念清单的情况一样，已确定了许多与物理概念有关的社区以及与清单中冻结项目的结构有关的一些社区。一个项目块是一组相互参照或共同指称的项目。许多被阻止的社区都涉及响应，如果对较早项目的响应是正确的，则对较后项目的响应是正确的。这表明需要为CSEM修改评分标准，以解决项目之间的这些联系。提出了一种改进的计分规则；但是，修改后的总体平均得分变化不到1％。对与物理概念有关的CSEM的错误响应社区有各种各样的解释。这些解释的范围从看似直接的错误（指向更高电势的电场或逆转右手定律），到对牛顿第二和第三定律从机械学上的误解，到天真的推理将电和磁学的一般话题混为一谈。对不正确社区的识别可以计算误解分数，从而显示出在所研究的班级中误解的普遍程度。天真的推理，将电和磁的一般主题混为一谈。对不正确社区的识别可以计算误解分数，从而显示出在所研究的班级中误解的普遍程度。天真的推理，将电和磁的一般主题混为一谈。对不正确社区的识别可以计算误解分数，从而显示出在所研究的班级中误解的普遍程度。