Pupils’ Representations of Electric Current before, during and after Instruction on DC Circuits

Abstract

This study focuses on compulsory education pupils’ representations of electric current (14‐15 years). The subjects’ views in a Greek school were diagnosed and utilised in a constructivist approach to introducing DC circuits. Results suggested that various pupils’ views before and during the early stages of instruction can be modelled after an ‘energy framework’. The uses of this ‘energy framework’ in predicting and interpreting several phenomena, e.g. the Oersted experiment, the readings of ammeters in series and the short circuit are presented. After the introduction of the scientific model for current, several pupils’ views can be modelled after a ‘flow’ framework.