There have been many studies worldwide of children's understanding of basic electrical concepts so that there is now quite a clear picture of many of their difficulties. By contrast, work on remediation is in its infancy. The article describes research findings concerning children's difficulties with the concepts of circuit, current and electrical energy and discusses some possible approaches to instruction which arise in the light of these findings. Much of the research carried out has been within the paradigm of constructivist psychology which views all human beings as prototypical scientists, constructing hypotheses and testing these against experience as their way of understanding the world around them. In seeking to understand electrical phenomena children construct a variety of explanatory conceptual models, some of which they then hold very tenaciously.


  • Education > General

Education Levels:

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


NSDL,Active Learning,Electricity,Education Foundations,Undergraduate (Lower Division),Electric Batteries,Electric Circuits,Physics Education Research,General Physics,Learning Theories,Scientific Concepts,Secondary School Science,Elementary Secondary Education,Science Education,Life Science,Science Instruction,Elementary School Science,Higher Education,Cognition,oai:nsdl.org:2200/20061003065458960T,Elementary School,Chemistry,Physics,Education Practices,NSDL_SetSpec_439869,Vocational/Professional Development Education,Physical Sciences,Education,Teaching Methods



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