Type:

Other

Description:

A longitudinal investigation of French pupils, ranging from the start of secondary school (grade 6, 12 years old) to the fourth year of university evaluated whether teachers have an effect on students' preconceptions about basic electricity. The simplest ones disappear with teaching, but other stronger ones ("exhaustion" of current, constant current generator) resist even after many years of teaching. The authors propose that certain misconceptions could be produced by the very way in which pupils overcome the first difficulties they meet, which poses a difficult problem for physics teaching.

Subjects:

  • Education > General

Education Levels:

  • Grade 1
  • Grade 6
  • Grade 8
  • Grade 9

Keywords:

Longitudinal,NSDL,teaching-physics,Undergraduate (Lower Division),electric circuits,Assessment,Alternative Conceptions,Education Foundations,Life Science,Higher Education,Middle School,secondary school,Undergraduate (Upper Division),oai:nsdl.org:2200/20061003063009183T,teaching-electricity,basic electricity,misconceptions,Physics,structure,evolution,Engineering,High School,NSDL_SetSpec_439869,Vocational/Professional Development Education,Education,Geoscience

Language:

English

Access Privileges:

Public - Available to anyone

License Deed:

Creative Commons Attribution Non-Commercial Share Alike

Collections:

None
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