paper

Students' Understanding of Direct Current Resistive Electrical Circuits

arXiv:physics/0304040 · doi:10.1119/1.1614813

Abstract

Research has shown that both high school and university students' reasoning patterns regarding direct current resistive electric circuits often differ from the currently accepted explanations. At present, there are no standard diagnostic examinations in electric circuits. Two versions of a diagnostic instrument called Determining and Interpreting Resistive Electric circuits Concepts Tests (DIRECT) were developed, each consisting of 29 questions. The information provided by the exam provides classroom instructors a means with which to evaluate the progress and conceptual difficulties of their students and their instructional methods. It can be used to evaluate curricular packages and/or other supplemental materials for their effectiveness in overcoming students' conceptual difficulties. The analyses indicate that students, especially females, tend to hold multiple misconceptions, even after instruction. During interviews, the idea that the battery is a constant source of current was used most often in answering the questions. Students tended to focus on current in solving the problems and to confuse terms, often assigning the properties of current to voltage and/or resistance. Results indicated that students do not have a clear understanding of the underlying mechanisms of electric circuit phenomena. On the other hand, students were able to translate easily from a "realistic" representation of a circuit to the corresponding schematic diagram.

This article has been accepted for publication in the American Journal of Physics - Physics Education Research Supplement. No known publication date as yet

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