Students' understanding of electric current in parallel and series circuit : On the increase by grade in misconception of the traffic flow

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  • FURUYA Koichi
    Joint Graduate school (Ph.D.Program) in the Science of School Education, Hyogo University of Teacher Education
  • TOKITA Yoshinobu
    Joetsu University of Education

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Other Title
  • 並列・直列回路における電流の流れ方の認識に関する実態調査 : 誤概念としての交通流モデルが高学年ほど増加していくことについて
  • ヘイレツ チョクレツ カイロ ニ オケル デンリュウ ノ ナガレカタ ノ ニンシキ ニ カンスル ジッタイ チョウサ ゴガイネン ト シテ ノ コウツウリュウ モデル ガ コウガクネン ホド ゾウカ シテ イク コトニ ツイテ

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Abstract

The Purpose of this study is to investigate when students have a misconception of the traffic flow model for electric current in parallel and series circuit and whether formal instruction in science class will bring about changes of the model or not. For this purpose we conducted research on electric current from elementary school sixth graders to second year university students. The following results were obtained. 1) The number of students who used the traffic model increased by grade. The number of subjects showed especially sharp increases in eighth and ninth graders. Consequently, we found that approximately 80% of second year university students used the traffic flow model. 2) Less than 5% students used a scientific model and could understand the link between declarative knowledge of electric current and the image of a parallel and series circuit. Therefore, science class did not modify students' misconception. 3) Although students expanded their knowledge on circuit after the ninth grade, we found that their knowledge of electric current has no link to the correct image of electric current.

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