Mental Models of Elementary and Middle School Students in Analyzing Simple Battery and Bulb Circuts

Abstract

Written assessment items were developed to probe students' understanding of a variety of direct current (DC) resistive electric circuit concepts. The items were used to explore the mental models that grade 3-8 students use in explaining the direction of electric current and how electric current is affected by different configurations of simple battery and bulb circuits. Consistency of applying mental models in different, but equivalent, circuits was also analyzed. Students analyses of current flow direction was categorized into one of two mental models: (1) bidirectional and (2) unidirectional. We found an increase in the consistency of current flow direction mental model use coinciding with grade 4 instruction of batteries and bulbs, however, the proportion of students using a bidirectional flow model was similar in grades 3-8.

Secondary School Students’ Mental Models Regarding the Space

“…When studies in the literature are reviewed, it is seen that different methods have been used to elicit mental models (Ayvacı, Bebek, Atik, Keles, & Ozdemir, 2016;Boulter & Buckley, 2000;Coll & Tregaust, 2003;Celik & Tekbıyık, 2016;De Posada, 1997;Gorecek Baybars, 2017;Jabot & Henry, 2007;Kibble, 1999;Yurumezoglu & Cokelez, 2010;Williamson & Abraham, 1995). These methods can be open-ended questions, multiple-choice questions and interviews including classroom observations (Chia-Yu, 2007).…”

The Draw‐An‐Environment Test Rubric (DAET‐R): exploring pre‐service teachers’ mental models of the environment

“…It also draws from studies done by Shepardson et al (2007) and Kress et al (2001) using children's written language and drawings as symbols for representing and communicating the meaning of the environment. Mental model theory provides the theoretical framework for describing and explaining an individual's conceptions in science (Jabot and Henry 2007). The use of drawings or illustrations is used as the method of research.…”

Pupil's Beliefs about the Transformations of Energy in Three Countries (Canada, France and Morocco)

“…Although nonsystematic studies have been conducted at the primary level in different countries ( [34]; [35]; [36]; [37]; [38], [39]) they attest to a majority of pupils constructing some conceptions in discontinuity with the scientific views when they are invited to explain the lighting of a bulb with the help of a battery. Their conceptions especially refer to (1) the attenuating model (in which the currents leaves one terminal of the battery and is partially consumed in the bulb, so that a lesser current returns to the battery), (2) the model of antagonistic currents (in which currents circulate towards the bulb from both terminals of the battery and (3) the unipolar model (in which the current leaves from the battery and arrives at the bulb; thus, the wire that goes back toward the battery is considered as superfluous or passive).…”

“…Their conceptions especially refer to (1) the attenuating model (in which the currents leaves one terminal of the battery and is partially consumed in the bulb, so that a lesser current returns to the battery), (2) the model of antagonistic currents (in which currents circulate towards the bulb from both terminals of the battery and (3) the unipolar model (in which the current leaves from the battery and arrives at the bulb; thus, the wire that goes back toward the battery is considered as superfluous or passive). From these studies, it is possible to conclude that there is universality in the conceptions characterized since no cultural reference has been detected in the answers of the pupils coming from South Africa [34], Canada [35], the United States [36], Australia [37], Turkey [38], New Zealand [39] and other countries. However, more research is necessary on the question of universality of conceptions.…”