Pre-service science teachers’ processes of establishing simple electric circuits

Abstract

The aim of this research is to identify pre-service science teachers' experiences during the simple electrical circuit establishment process, points they were challenged with, and developed strategies they used against the challenges they were experimenting with this process. In this study, embedded single case study, which is one of the qualitative research methods, was used. The case was two weeks of tertiary level Physics Laboratory-2 course, each lasted 1, 5 hours long. 16 female freshman students participated in the study voluntarily. In the laboratory, the students performed their experiments in four groups. The laboratory environment was recorded with one camera, and each group had one audio recorder. The video recordings and sound recordings were then synchronized and evaluated together, descriptive analysis was conducted. In the first week, necessary experimental materials were explained in detail and students made serial and parallel circuits with two resistances, measurements with ammeter and voltmeter. In the second week, students were required to set up different circuits which can be done with 3 resistors, and to make current and potential difference measurements in these circuits. The results of this research were presented with three main headings. First, the students' processes of establishing simple electrical circuits were described by emphasizing the differences among the groups. Later, students' difficulties in the process of establishing simple electrical circuits were identified. Finally, examples were given on the strategies of the students to solve the difficulties they were experiencing. It was concluded that systematic procedural techniques like following circuit diagrams or repeated comparisons of diagrams with the circuit may provide productive habits to reduce errors in the process of establishing simple electric circuits.

Conflict between physical analysis and mathematics causing failure: A case on diode circuits

“…They do not understand which voltage should be included in the equation I = V R . When calculating I2, students have already substituted the diode with the value 0 Ω, but the voltage entered into the equation is incorrect (Burde & Wilhelm, 2020;Ünal, 2022). Students in variant A use the concept of limit in dividing with a denominator approaching 0, while students in variant B make a mathematical error.…”

“…A common prediction emerges regarding the causes of students' failures in solving question 1. The interim conclusion of the main predicted cause of failure in solving question 1 is that students do not master basic circuit concepts, Ohm's law, and Kirchhoff's law (Coppens et al, 2017;Ercan, 2016;Liu et al, 2022;Papanikolaou et al, 2015;Ünal, 2022). A series of investigations were conducted, starting with administering a test on mastery of basic circuits to ensure whether this interim conclusion is true, followed by dialogs, and sharpened with interviews.…”

“…Various studies on mastery of basic circuits as well as advanced circuits have been conducted. Studies on mastery of basic circuits show that: 1) students fail to apply Ohm's law and Kirchhoff's law, many students do not consistently and systematically apply basic circuit concepts (Coppens et al, 2017;Ercan, 2016;Liu et al, 2022;Papanikolaou et al, 2015;Ünal, 2022). 2) what happens when circuits are transformed into different circuits remains difficult for students to understand and master.…”

“…This study clearly presents an example of the interconnection between understanding and mastery of basic circuits with success in analyzing advanced electronic circuits, especially diodes. The common causes of students' failures in solving problems are the failure to apply Ohm's law and Kirchhoff's law, as well as the inconsistency and lack of systematic application of basic circuit concepts (Coppens et al, 2017;Ercan, 2016;Liu et al, 2022;Papanikolaou et al, 2015;Ünal, 2022). The researchers found another cause of failure in solving problems, namely the conflict between physical and mathematical analyses.…”