Exploring Students’ Understanding Concerning Batteries—Theories and Practices

Abstract

Literature on science conceptions research and field investigations was used to probe alternative conceptions of primary school pupils. Theoretical studies from the literature have shown that there are many emphases on the physical meaning and the effects drawn by philosophers of science leading to the formation of new paradigms concerning science conceptions research. Our focus on primary school pupils’ alternative conceptions pertaining to batteries (ACCB), in six phases, was to (1) analyse the context regarding batteries present in primary school; (2) summarize propositional statements and develop a target concept map on batteries; (3) edit protocols for interviews; (4) collect and analyse pupils’ ACCB; (5) use the results from phases (1)–(4) to construct a two‐tier diagnostic instrument; and (6) submit our instrument with others to carry out tests in a National Science Concept Learning Study (NSCLS). Interview results from 21 primary school pupils show that the characteristics of their ACCB can be categorized into several conceptual models related to language, learning processes, and public media. From the NSCLS, two‐tier test data depict the ACCB of the primary school pupils in Taiwan. Many alternative conceptions are significantly related to language and daily life in Taiwan. ACCB in this research can be categorized as either content free or content specific. Conception models based on content free and content specific are presented according to the properties of the ACCB. Our joint venture on concept formation research has been affected by the four temporal paradigms formed at certain prominent historical landmarks in science conceptions research. Our data also show a degree of general similarity with existing literature on science conceptions research.

Keywords:

• Alternative conception
• Battery
• Diagnostic
• Science learning

Acknowledgements

The author would like to acknowledge the financial support of National Science Council in Taiwan under grants NSC 89‐2511‐S‐153‐017 and NSC 90‐2511‐S‐153‐019. Many helpful discussions with Dr M. H. Chiu, Dr C. J. Guo, and Dr D. Treagust regarding this work are also highly appreciated.