Abstract
In this study, the Turkish students' understanding level of electric circuits consisting of two bulbs and one battery was investigated by using open-ended questions. Two-hundred fifty students, whose ages range from 11 to 22, were chosen from five different groups at primary, secondary and university levels in Trabzon in Turkey. In analyzing students' drawings and explanations, both qualitative and quantitative methodologies were exploited. The unipolar model (Model A), the clashing currents model (Model B), the current consumed model (Model C) and the scientist model with current conserved (Model D) determined from the related literature were used to categorize the students' answers. The results showed that the Turkish students have many misconceptions about electric circuits. Also, it is found out that especially Model A was widespread accepted among the students in group 1 (5th grade) and half of the students in group 3 (9th grade) has an understanding of electric circuits as it is in Model C.
Similar content being viewed by others
References
Abraham, M.R., Grzybowski, E.B., Renner, J.W. & Marek, E.A. (1991). Understanding and misunderstanding of eight graders of five chemistry concepts found in textbooks. Journal of Research in Science Teaching, 29(2), 105–120.
Abraham, M.R., Williamson, V.M. & Westbrook, S.L. (1994). A cross-age study of the understanding of five chemistry concepts. Journal of Research in Science Teaching, 31(2), 147–165.
Akdeniz, A.R., Bektaş, U. & Yiğit, N. (2000). İlköğretim 8. sınıf öğrencilerinin temel fizik kavramlarını anlama düzeyi (The 8th grade students' levels of understanding of the introductory physics concepts). Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 19, 5–14.
Asami, N., King, J. & Monk, M. (2000). Tuition and memory: Mental models and cognitive processing in Japanese children's work on d.c. electrical circuits. Research in Science & Technological Education, 18(2), 141.
Asoko, H. (2002). Develo** conceptual understanding in primary science. Cambridge Journal of Education, 32(2), 153–164.
Ayas, A. (1993). A study of teachers' and students' view of the upper secondary curriculum and students' understanding of introductory chemistry concepts in the east black-sea region of Turkey. Unpublished Doctoral Dissertation. UK: University of Southampton.
Ayas, A. & Demirbaş, A. (1997). Turkish secondary students' conceptions of introductory chemistry concepts. Journal of Chemical Education, 74(5).
Ayas, A., Çepni, S. & Akdeniz, A.R. (1993). Development of the Turkish secondary science curriculum. International Journal of Science Education, 77(4), 433–440.
Ayas, A., Özmen, H. & Genç, H. (2001). Chemistry teaching in Turkey. Energy Education Science & Technology, 7(2), 59–65.
Aycan, Ş., Aycan, N., Arý, E. & Türkoðuz, S. (2000). An investigation about “The effects of chemistry laboratory practices to the success of chemistry lesson in Manisa-Demirci High School”. IV. The Congress of Science Education (pp. 486–489). Ankara, Turkey: Hacettepe University.
Azar, A. (2001). The analyses of misconceptions of university students about electricity. The Science Education Symposium at the beginning of New Era in Turkey (pp. 345–350). İstanbul, Turkey: Maltepe University.
Başaran, İ.E. (1993). Türkiye Eğitim Sistemi. Ankara: Kadıoğlu Matbaası.
Bauer, K.W. (2004). Conducting longitudinal studies. New Directions for Institutional Research, 121, 75–90.
Borges, A.T. & Gilbert, J.K. (1999). Mental models of electricity. International Journal of Science Education, 21(1), 95–117.
Büyükkasap, E., Samancı, O. & Dikel, S. (2002). Farklı öğretim düzeyinde okuyan öğrencilerin “basit elektrik devresi” ile ilgili düşünceleri (Different grade level students' ideas about simple electric circuits). İnönü Üniversitesi Eğitim Fakültesi Dergisi, 3(4), 27–34.
Caillot, M. & Nguyen-Xuan, A. (1995). Adults' understanding of electricity. Public Understanding of Science, 4, 131–151.
Çalık, M. & Ayas, A. (2005). A comparison of level of understanding of grade 8 students and science student teachers related to selected chemistry concepts. Journal of Research in Science Teaching, 42(6), 638–667.
Carlton, K. (1999). Teaching electric current and electrical potential. Physics Education, 34(6), 341–345.
Carre, C. & Ovens, C. (1994). Science 7–11 develo** primary teaching skills. London: Routledge.
Çepni, S. (2005). Araştırma ve Proje Çalışmalarına Giriş, 2nd edn. Trabzon: Üçyol Kültür Merkezi.
Çepni, S., Akdeniz, A.R. & Ayas, A. (1995). Fen bilimleri eğitiminde laboratuarın yeri ve önemi (III): Ülkemizde laboratuarın kullanımı ve bazı öneriler (Laboratory place and importance in science education (III): Using laboratory in our country and some suggestions). Çağdaş Eğitim Dergisi, 206, 24–28.
Çepni, S., Aydın, A. & Ayvacı, H.Ş. (2000a). Students' understanding level of physics concepts in science program in grades 4 and 5. IV. The Congress of Science Education (pp. 135–140). Ankara, Turkey: Hacettepe University.
Çepni, S., Ayvacı, H.Ş. & Keleş, E. (2000b). Understanding level of certificate students about physics concepts. X. The Congress of National Educational Sciences (pp. 1335–1342). Bolu, Turkey: Abant İzzet Baysal University.
Çepni, S., Bacanak, A. & Gökdere, M. (2001). A model: Science classrooms of future. Educational Sciences: Theory & Practice, 1(2), 277–293.
Çepni S., Özsevgeç T. & Cerrah L. Turkish middle school students' cognitive development levels in science. Asia–Pacific Forum on Science Learning and Teaching 2004; 5(1), Article 1.
Çepni S., Taş E. & Köse S. (in press). The Effect of computer-assisted material on students' cognitive levels, misconceptions and attitudes towards science. Computers and Education.
Clement, J.J. & Steinberg, M.S. (2002). Step-wise evolution of mental models of electric circuits: A “learning-aloud” case study. Journal of the Learning Sciences, 11(4), 389–452.
Cohen, L. & Manion, L. (1994). Research methods in education, 4th edn. London: Routledge.
Coll, R.K. & Treagust, D.F. (2003). Learners' mental models of metallic bonding: A cross-age study. Science Education, 87, 685–707.
Cosgrove, M. (1995). A Study of science-in-the-making as students an analogy for electricity. International Journal of Science Education, 17(3), 295–310.
Cosgrove, D., Osborne, R.J. & Carr, M. (1985). Children's intuitive ideas on electric current and the modification of those ideas. In Duit, R. et al. (Eds.), Aspect of understanding electricity (pp. 247–256). Kiel: Vertrieb Schmidt and Klaunig.
Driver, R., Squires, A., Rushworth, P. & Robinson, V. (1994). Making sense of secondary science. London: Routledge.
Duit, R. & Rhöneck, C. (1998). Learning and understanding key concepts of electricity. Retrieved from http://www.amasci.com/miscon/electref.html.
Eşme, İ. (2004). Fen öğretiminde sorunlar (The problems in science instruction). Özelokullar Birliği Bülteni.
Fleer, M. Determining children's understanding of electricity. Journal of Educational Research, 84(4), 248–253.
Frederiksen J.R. & White B.Y. Sources of difficulty in students' understanding causal models for physical systems, symposium on complex causality and conceptual change. Annual meeting of the educational research association. New Orleans, 2000.
Furio, C. & Guisasola, J. (1998). Difficulties in learning the concept of electric field. Instructional Science Education, 82, 511–526.
Garnett, P.J. & Treagust, D.F. (1992). Conceptual difficulties experienced by senior school students of electrochemistry: Electric circuits and oxidation-reduction equatios. Journal of Research in Science Teaching, 29(2), 121–142.
Gauld, C.F. (1988). The cognitive context of pupil's alternative frameworks. International Journal of Science Education, 10(3), 267–274.
Gezer, K., Köse, S. & Sürücü, A. (1998). The situation of science education and the role of laboratory in this process. III. National Science Education Symposium (pp. 215–218). Trabzon, Turkey: Karadeniz Technical University.
Greca, I.M. & Moreira, M.A. (2000). Mental models, conceptual models, and modeling. International Journal of Science Education, 22(1), 1–11.
Guisasola, J., Zubimendi, J.L., Almudi, J.M. & Ceberio, M. (2002). The evolution of the concept of capacitance throughout the development of the electric theory and the understanding of its meaning by university students. Science & Education, 11, 247–261.
Gürdal, A. (1991). Ýlkokul fen eğitiminde laboratuar ve araç kullanımı (The usage of laboratory and tools in primary science education). Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 3, 145–155.
Gutwill, J.P., Frederiksen, J.R. & White, B.Y. (1999). Making their own connections: Students' understanding of multiple models in basic electricity. Cognition and Instruction, 17(3), 249–282.
Heywood, D. (2002). The place of analogies in science education. Cambridge Journal of Education, 32(2), 233–247.
Kanim, S. (2001). Research-based modification to instruction in physics courses for engineers. Retrieved from http://spacegrant.nmsu.edu/conference/2001/Papers/S Kanim.PDF.
Karamustafaoğlu, S., Sevim, S. & Karamustafaoğlu, O. (2001). The teaching methods used by science teachers: Trabzon Sample. X. The Congress of National Educational Sciences (pp. 1067–1077). Bolu, Turkey: Abant İzzet Baysal University.
Karamustafaoğlu, S., Sevim, S., Karamustafaoğlu, O. & Çepni, S. (2003). Analysis of Turkish high school chemistry-examination questions according to bloom's taxonomy. Chemistry Education. Research and Practice, 4(1), 25–30.
Keser, Ö.F. & Akdeniz, A.R. (2002). Investigating the factors effecting the traditional learning environments. V. National Science and Mathematics Education Congress. Ankara, Turkey: Middle East Technical University.
Kibble, B. (1999). How do you picture electricity? Physics Education, 34(4), 226–229.
Küçüközer, H. (2004). The influence of teaching method which was designed according to constructivist learning theory for first year high school students' on simple electric circuits. Unpublished Doctoral Dissertation. Balıkesir, Turkey: Balıkesir University.
Lawrenz, F. (1986). Misconceptions of physical science concepts among elementary school teachers. School Science and Mathematics, 86(8), 654–661.
Lee, Y. & Law, N. (2001). Explorations in promoting conceptual change in electrical concepts via ontological category shift. International Journal of Science Education, 23(2), 111–149.
Liegeois, L. & Mullet, E. (2002). High school students' understanding of resistance in simple series electric circuits. International Journal of Science Education, 24(6), 551–564.
Liegeois, L., Chasseigne, G. & Papin, S. (2003). Improving high school students' understanding of potential difference in simple electric circuits. International Journal of Science Education, 25(9), 1129–1145.
Lockhart J. Student misconceptions in the understanding of electricity and methods and suggestions to improve teaching, 2000. Retrieved from http://ddhs.ddouglas.k12.or.us/staff/science/lockhart/professional/electricity_misconceptions.pdf.
Mclldowie, E. (1998). Teaching voltage–current relationships without Ohm's law. Physics Education, 33(5), 292–295.
M.E.B. Yılı Başında Milli Eğitim (National education at the beginning of 2001). Araştırma Planlama Ve Koordinasyon Kurulu Başkanlığı, 2000.
Monk, M. (1990). A genetic epistemological analysis of data on children's ideas about dc electrical circuits. Research in Science & Technological Education, 8(2), 133, 11p.
Mulhall, P., MicKittrick, B. & Gunstone, R. (2001). A perspective on the resolution of confusions in the teaching of electricity. Research in Science Education, 31, 575–587.
Nakiboğlu, C. & İşbilir, A. (2001). The evaluation of teachers' using laboratory in biology courses in secondary schools. The Science Education Symposium at the Beginning of New Era in Turkey (pp. 521–527). İstanbul, Turkey: Maltepe University.
Niedderer, H. & Goldberg, F. (1994). An individual student's learning process in electric circuits. Retrieved from http://www.physik.uni_bremen.de/physics.education/niedderer/personal.pages/niedderer/pubsfiles/1994 NARST L S.pdf.
Orbay, M., Özdoğan, T., Öner, F., Kara, M. & Gümüş, S. (2003). “Fen bilgisi laboratuar uygulamaları I–II” dersinde karşılaşılan güçlükler ve çözüm önerileri (The difficulties facing at “Science laboratory practice I–II” lesson and solution suggestions). Milli Eğitim Vakfı Dergisi, 157.
Osborne, R. & Freyberg, P. (1985). Learning in science. Hong Kong: Heinemann Education.
Pardhan, H. & Yasmeen, B. (2001). Science teachers' alternate conceptions about direct-currents. International Journal of Science Education, 23(3), 301–318.
Park, J., Kim, I., Kim, M. & Lee, M. (2001). Analysis of students' processes of confirmation and falsification of their prior ideas about electrostatics. International Journal of Science Education, 23(12), 1219–1236.
Posada, J.M. (1997). Conceptions of high school students concerning the internal structure of metals and their electric conduction: structure and evolution. Instructional Science Education, 81, 445–467.
Qualter, A. (1995). A Source of power: young children's understanding of where electricity comes from. Research in Science & Technological Education, 13(2), 177, 10 p.
Riche, R.D. (2000). Strategies for assisting students overcome their misconceptions in high school physics. Retrieved from http://www.bishops.ntc.nf.ca/rriche/ed6390/paper.html.
Ronen, M. & Eliahu, M. (2000). Simulation – a bridge between theory and reality: the case of electric circuits. Journal of Computer Assisted Learning, 16, 14–26.
Sencar, S. & Eryılmaz, A. (2004). Factors mediating the effect of gender on ninth-grade Turkish students' misconceptions concerning electric circuits. Journal of Research in Science Teaching, 41(6), 603–616.
Sencar, S., Yılmaz, E.E. & Eryılmaz, A. (2001). Lise öğrencilerinin basit elektrik devreleri ile ilgili kavram yanılgıları (High school students' misconceptions about simple electric circuits). Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 21, 113–120.
Shepardson, D.P. & Moje, E.B. (1999). The role of anomalous data in restructuring fourth graders' frameworks for understanding electric circuits. International Journal of Science Education, 21(1), 77–94.
Shipstone, D. (1998). Pupils' understanding of simple electrical circuits. Physics Education, 23, 92–96.
Shipstone, D. (1998). Electricity in simple circuits. In Driver R., Guesne E. & Tiberghien A. (eds) Children's Ideas in Science. Milton Keynes, England: Open University Press.
Shipstone, D. & Cheng, H. (2001). Electric circuits: A new approach – Part 1. School Science Review, 83(303), 55–63.
Shipstone, D.M. & Gunstone, R.F. (1985). Teaching children to discriminate between current and energy. In Duit, R. et al. (Eds.), Aspect of understanding electricity (pp. 287–297). Kiel: Vertrieb Schmidt and Klaunig.
Shipstone, D.M., Jung, W. & Dupin, J.J. (1988). A study of students' understanding of electricity in five European countries. International Journal of Science Education, 10(3), 303–316.
Smith, J.J.A. & Nel, S.J. (1997). Perceptions of models of electric current held by physical science teachers in South Africa. South African Journal of Science, 93(5), 2002, 5 p.
Tezcan, H. & Günay, S. (2003). Lise kimya öğretiminde laboratuar kullanımına ilişkin öğretmen görüşleri (The teachers' opinion about the usage of laboratory in secondary chemistry instruction). Milli Eşitim Vakfı Dergisi, 159, 195–202.
Tveita, J. (1999). Untraditional learning methods hel** students to develop the electron model for simple circuits. 9th Symposium of International Organization of Science and Technology Education, 2 (pp. 703–710). Durban, South Africa: University of Durban-Westville.
Viard, J. & Langlois, F.K. (2001). The concept of electrical resistance: How Cassirer's philosophy, and the early developments of electric circuit theory, allow a better understanding of students' learning difficulties. Science & Education, 10, 267–286.
White, R. & Gunstone, R. (1992). Probing understanding. London: Falmer Press.
Yüksel, S. (2003). Türkiye'de program geliştirme çalışmaları ve sorunları (Curriculum development studies and problems in Turkey). Milli Eğitim Vakfı Dergisi, 159, 120–124.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Çepni, S., Keleş, E. Turkish Students' Conceptions about the Simple Electric Circuits. Int J Sci Math Educ 4, 269–291 (2006). https://doi.org/10.1007/s10763-005-9001-z
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10763-005-9001-z