The persistence of students' unfounded beliefs about electrical circuits: the case of Ohm's law

We discuss the alternative conceptions of students analysing the behaviour of electrical circuits. Studies on this subject throughout the world indicate that these conceptions differ considerably from those generally accepted in the scientific community. The students were enrolled in Electrical Engineering Technology programmes in the Province of Québec, Canada (ages 17‐20). The conceptions uncovered are such that major flaws are to be expected in the competence of these future technologists. A qualitative research approach has made it possible to analyse conceptions related to Ohm's law. In particular, these students tend to view all circuits as linear and static (time independent). Thus, they are inclined to replace any component, known or unknown, by ‘its equivalent resistance’. They also consider that voltage is akin to current, on the basis of this belief that voltage is always proportional to current. The results confirm the findings of the international community of researchers in science education and, in some cases, provide possible explanations for previously reported conceptions.