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The Conceptual Survey of Electricity and Magnetism (CSEM) is amultiple-choice survey that contains a variety of electricity and magnetismconcepts from Coulomb's law to Faraday's law at the level of introductoryphysics used to help inform instructors of student mastery of those concepts.Prior studies suggest that many concepts on the survey are challenging forintroductory physics students and the average student scores after traditionalinstruction are low. The research presented here investigates the progressionin student understanding on the CSEM. We compare the performance of students inintroductory and advanced level physics courses to understand the evolution ofstudent understanding of concepts covered in the CSEM after traditionallecture-based instruction. We find that on all CSEM questions on which lessthan 50% of the introductory physics students answered a question correctlyafter instruction, less than two thirds of the upper-level undergraduatestudents provided the correct response after traditional instruction. We alsoanalyzed the CSEM data from graduate students for benchmarking purposes. Wediscuss the CSEM questions that remain challenging and the common alternativeconceptions among upper-level students. The findings presented here at leastpartly point to the fact that traditional instruction in upper-level courseswhich typically focuses primarily on quantitative problem solving andincentivizes use of algorithmic approaches is not effective for helpingstudents develop a solid understanding of these concepts. However, it isimportant for helping students integrate conceptual and quantitative aspects oflearning in order to build a robust knowledge structure of basic concepts inelectricity and magnetism.

Using the Conceptual Survey of Electricity and Magnetism to investigate progression in student understanding from introductory to advanced levels