Teaching Electric Circuits: Teachers’ Perceptions and Learners’ Misconceptions

Abstract

An exploratory case study involving six Grade 9 science teachers was undertaken to probe how teachers" understanding of learners" misconceptions relate to their perceptions about teaching simple circuits. The participants" understanding of documented misconceptions in electricity were explored by means of a questionnaire, while their perceptions about teaching electric circuits were also explored in the questionnaire, followed by a semi-structured interview. Results were analysed using content analysis and interpreted using pedagogical content knowledge as a theoretical lens. The results indicated that understanding learners" misconceptions did not always correlate with conceptual perceptions about teaching electric circuits. While fair understanding of misconceptions was demonstrated by teachers who studied Physics at undergraduate level, only those who also held qualifications in Education showed conceptual perceptions about teaching electricity.Teachers who did not study Science Education revealed technical perceptions, focused on facts, demonstrations and calculations. From these results a developmental model for pedagogical content knowledge was proposed. It was recommended that teacher education programs should involve misconceptions and also facilitate the development of conceptual perceptions about teaching.

A Review of Students’ Common Misconceptions in Science and Their Diagnostic Assessment Tools

“…This is parallel with King (2010) who unveiled that misinterpretations found in the textbook of Earth Science influence students' understanding of a scientific text which makes them difficult to comprehend further information or knowledge as a reader. Besides, teachers may also experience misconception in teaching either physics, chemistry, or biology topics which leads, inevitably, in student misconceptions (Bektas, 2017;Moodley & Gaigher, 2019). In other words, misconception will interfere with the quality and quantity of science learning process and outcomes for both student and teacher.…”

Students’ conceptual understanding of electricity and magnetism and its implications: A review

“…One of the aims of physics education research is to determine how to assist students in their understanding of the discipline. This includes determining what difficulties and misconceptions students have with physics concepts, why they have these difficulties and misconceptions, and how to address these difficulties and misconceptions (Turgut, Gürbüz, & Turgut, 2011;Moodley & Gaigher, 2019). The assessment of the student's learning is of critical importance in terms of revealing effective pedagogical learning tools and strategies.…”

Analysing Students’ Achievement in the Learning of Electronics Supported by ICT Resources

“…The third block (questions 11-12) is intended to evaluate the background of resources that students possess. The fourth block (questions [13][14] is aimed at assessing the actual use of ICT resources made by students as a support for their learning. Finally, the last block (questions 15-17) is devised to measure the general motivation amongst students towards the learning of electronics, but more particularly, to quantify the benefits experienced during the implementation of the program and their attitude to it.…”

“…Do students have enough ICT resources to support their learning on electronics? [13][14] Use of ICT resources. Do students often use ICT resources to support their learning on electronics?…”

“…As described above, many works have focused on the difficulties and misconceptions on the students' side. However, more recently, some authors have also concentrated on analysing: (i) teachers' conceptions of electronics [13]; (ii) teachers' awareness of students' misconceptions [14]; (iii) teachers' attitude to new active learning strategies [15]; (iv) introduction of innovative learning programs [16,17].…”