Université de Provence, Case 92 — 3, Place Victor Hugo, 13331 Marseille Cedex 3.
Conceptions of french pupils concerning electric circuits: Structure and evolution
Article first published online: 18 AUG 2006
Copyright © 1987 Wiley Periodicals, Inc., A Wiley Company
Journal of Research in Science Teaching
Volume 24, Issue 9, pages 791–806, December 1987
How to Cite
Dupin, J.-J. and Johsua, S. (1987), Conceptions of french pupils concerning electric circuits: Structure and evolution. J. Res. Sci. Teach., 24: 791–806. doi: 10.1002/tea.3660240903
- Issue published online: 18 AUG 2006
- Article first published online: 18 AUG 2006
- Manuscript Accepted: 30 JUL 1987
A wide investigation on French pupils, ranging from the start of secondary school (grade 6, 12 years old) up to the fourth year of university has enabled the effect of the teaching of conceptions of basic electricity to be evaluated. The simplest ones disappear with teaching, but other stronger ones (“exhaustion” of current, constant current generator) resist even after many years of teaching. The authors propose the hypothesis that certain misconceptions could be produced by the very way in which pupils overcome in part the first difficulties they meet, which poses a difficult problem for physics teaching.