中学生による電流の理解が機械的であることについて

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タイトル別名
  • チュウガクセイ ニヨル デンリュウ ノ リカイ ガ キカイテキ デ アル コト
  • On the formality following to understanding of electric current by junior-high-school students

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説明

Nature of the conception of electric current held by junior-high-school students and teacher's-college students was investigated by a paper-and-pencil test. The subjects were 788 and 742 each of the 2nd and the 3rd grade students from five junior high schools in Akita Prefecture, and 78 students of a teacher's college, who were not in the science course. Questions given to the students were as follows, 1) Choice one model out of four ones, which describes appropriately the direction and the intensity of current in a circuit composed of a dry battery, a light bulb and wires. The four models were basically the same as those described by Osborne (1983). 2) Which current is more intensive, one in the circuit described above (determined at a point upstream of the bulb) or one in a short circuit without the bulb? 3) Which battery has longer serving life, one which is connected to and light the bulb or another one in the short circuit? 4) Curriculate resistance of the circuit composed of a battery and a bulb with given values of the current and the voltage. Questions 2 and 3 were of alternative-choice style and each of them was accompanied with a space for description of reasons for the choice. The results showed that even those, who chose the correct model at question 1 and used correctly Ohm's law to culculate the circuit resistance at question 4, very frequently holded the idea that current is consumed in the bulb. The ratio of right answer was much lower in the cases of questions 2 and 3 than in the cases of questions 1 and 4. Besides, the values for questions 2 and 3 were significantly lower in the case of the 3rd grade students than in that of 2nd grade ones. The values were even lowere in the case of collage students than in the case of the 3rd grade students of junior high schools. A fairly large number of the students seemed to have learned current conservation and Ohm's law by rote. It was also suggested that the barely acquired recognition which led some of the 2nd-grade students to the right answers of questions 2 and 3 just after the lessons was unstable and had come off easily. An introductory course of electric circuit is required, which enables students to acquire a convincing framework of essential concepts such as current, potential, energy, power, and so on.

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