Students' ideas in simple electric circuits (age 13-17 years)

Abstract

Over the past ten years, extensive research (Shipstone, 1985, Duit et al., 1985) has shown that secondary schools students hold many misconceptions about circuit electricity. This study has revealed that Maltese students attending Form 3, 4, 5 in Junior Lyceums and Area Secondary schools and those in their first year of post secondary schooling exhibit similar alternative frameworks. A pencil and paper test was developed to probe children's ideas in simple electric circuits. Interviews were also carried out to obtain a closer look at the way students reason. Some of the common alternative frameworks identified included: different models for current flow in simple circuits, sequential reasoning used in complex circuits and various ideas related to the concept of voltage. The results obtained are similar to those reported in research carried out by Shipstone (1985) with British students. Popularity of the correct model was found to vary with age and school type, but not with gender. However gender differences were obtained for the type of misconceptions held. This study suggests teaching strategies which can help teachers teach current electricity more effectively.