ERIC Number: ED254751
Record Type: RIE
Publication Date: 1985-Apr
Reference Count: 0
Semantic Structures Describing the Electric Circuit and Their Influence for the Improvement of Teaching.
Rhoneck, Christoph von
In a German study, students' descriptions of the processes in an electric circuit were related to the energy view as it is used in physics. (The representation of students' concepts describing the electric circuit is of importance because structured concepts may influence the perception and description of processes, the handling of electrical devices, and the assimilation of physical concepts.) It was shown that students generally do not distinguish between the circulating current and the unidirectional energy flow. Usually, students related current, bulb, and battery in a way that forms the students' so-called energy view. Several simple tasks were applied to isolate the correct information from information that is compatible with the student's energy view. The concept mapping of results showed a dominant students' energy view before and after instruction. Better results were obtained when the different views were explicitly taught. These recommendations for teachers were made: to present information on single concepts as well as on integrating views, to isolate situations that run counter to the student's representation and to produce a conflict between it and prospective learning materials, and to develop the different aspects of a voltage concept. (YLB)
Descriptors: Concept Formation, Concept Mapping, Concept Teaching, Educational Research, Electric Circuits, Electricity, Elementary School Students, Elementary Secondary Education, Instructional Improvement, Middle Schools, Physics, Science Education, Science Instruction, Semantics, Vocational Education
Publication Type: Speeches/Meeting Papers; Opinion Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (69th, Chicago, IL, April 1985).