A study of pupil views on the dangers of electricity

Oldham, Valerie; Black, Paul; Solomon, Joan; Stuart, Heather

doi:10.1080/0140528860080207

Cited by 7 publications

(4 citation statements)

References 6 publications

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“…Solomon et al (1985) defined these ideas as "a store of life-world knowledge, with associated folklore and emotional overtones." Solomon et al (1985), Oldham, Black, Solomon & Stuart (1986), Stocklmayer & Treagust (1996), and Borges & Gilbert (1999) found these views among pupils in the early years of high school. They described electricity as a "fire" or a "dangerous animal."…”

Section: Images Of Electricity and Electric Currentmentioning

confidence: 93%

Learning Electricity in Elementary School

Azaiza

Bar

Galili

2006

Int J Sci Math Educ

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The study investigated elementary school pupils' ideas concerning the concept of electricity and the effect of school instruction on the pupil's views. Pupils of different cultural backgrounds were assessed to ascertain their knowledge in four areas: Relation of certain natural phenomena to electricity; Mental models (images) of direct current in a circuit; Images possessed regarding electricity and electric current. Pupils' ideas were investigated before and after instruction, thus providing information about the effect of instruction on the views of pupils. In construct to the previous findings, certain phenomena (lightning and thunder among them) were related by the pupils to electricity even before those were taught. Evidently, the instruction changed the mental models and images of electricity and electric current.KEY WORDS: introductory instruction, mental models, direct current, scheme-of-knowledge, cultural background Electricity is introduced as a subject of teaching at the fourth grade of elementary school. The topic is presented in a very descriptive and concrete form at this stage. The educator's aspiration is to encourage pupils to construct knowledge which: (1) allows correct practical use of simple electrical devices, (2) implants very basic ideas (such as closed circuit, electrical flow, electrical source) regarding the nature of electricity in its scientific though simplified form of continues flow, (3) introduces the fundamental notions of circuit, battery, current, electricity consumers, even without their precise definitions, and (4) encourages the construction of concepts (mental models) of electricity (such as electricity flow), which albeit being simplified, can serve as a basis for further learning and refinement at higher levels of education.The present understanding of learning was agreed on to be known as constructivism educational theory (e.g., Tobin, 1993) recognizing the central role of learners' own spontaneous ideas on the subject of instruction (as well as regarding the nature of science and its epistemology). These strongly interact with the presented knowledge and determine the results of the process of learning. Addressing learners' ideas about the topic being taught, thus stipulates success of the process. In this study

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Section: Images Of Electricity and Electric Currentmentioning

confidence: 93%

Learning Electricity in Elementary School

Azaiza

Bar

Galili

2006

Int J Sci Math Educ

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“…The italics indicate the emphasis of the response, where it is an intense response indicating an extreme danger (cf Oldham et al, 1986). In the analysis a distinction was drawn between two groups denoted by the expressions 'hot' and 'cool'.…”

Section: Intensitymentioning

confidence: 99%

“…A response was seen to be hot when the effects of radioactivity were perceived to be very dangerous. The italics indicate the emphasis of the response, where it is an intense response indicating an extreme danger (cf Oldham et al, 1986). On the other hand, a cool response denotes comments of a more moderate nature in which radioactivity was perceived to be less dangerous (or, in some cases, moderately safe).…”

Section: Intensitymentioning

confidence: 99%

Interviews-about-Scenarios

Alsop

Watts

2000

Research in Education

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At this point we were entirely absorbed by the new realm that was, thanks to an unhoped-for discovery, opening before us. In spite of the difficulties of our working conditions, we felt very happy. Our days were spent at the laboratory. In our humble shed there reigned a great tranquillity. Sometimes, as we watched over some operation, we would walk up and down, talking about work in the present and in the future; when we were cold a cup of hot tea taken near the stove comforted us. We lived in our single preoccupation as if in a dream. [Marie Curie, quoted from E. Curie, 1938] Interviews-about-scenarios

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“…3) Να διακρίνουν τα ηλεκτρικά κυκλώματα σε «ανοιχτά» και «κλειστά». 2) Τα τελευταία 30-40 χρόνια έχουν πραγματοποιηθεί πολλές έρευνες (Osborne, 1881και 1983, Newton & Newton, 1996, Oldham et al, 1986, Κουμαράς, 1989, Πιλάτου, 2003 (Bullock, 1979, Dupin & Joshua, 1989 Σταυρίδου, Ε. (1995).…”

Section: 3 φύλλα εργασίας 3 και 4: το ηλεκτρικό κύκλωμα (ι) και (ιι)unclassified

Ερευνώντας Τη Συμβολή Της Διδασκαλίας Εννοιών Των Φυσικών Επιστημών Στην Ανάπτυξη Κριτικής Σκέψης Σε Μαθητές Ηλικίας 11-12 Ετών Και Με Την Αξιοποίηση Του Ηλεκτρονικού Υπολογιστή Στην Ενότητα Του Ηλεκτρισμού

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A study of pupil views on the dangers of electricity

Cited by 7 publications

References 6 publications

Learning Electricity in Elementary School

Learning Electricity in Elementary School

Interviews-about-Scenarios

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