Presents an effective way to demonstrate the difference between direct current and alternating current using red and green LEDs. Describes how to make a tool that shows how an AC voltage changes with time using the afterimage effect of the LEDs. (Author/NB)
Analyzes how two electromagnetism textbooks approach the concept of electric field. Uses historical evolution of the field representation. Indicates that one textbook mixes up the historical and pedagogical reasons for the introduction of the concept of field while the other one presents a sketch that might lead students to understand the field and the action-at-a-distance views as supplementing each other. (KHR)
Explains the use of student reflections as a way of promoting instructional scaffolding. Concludes that scaffolding helps students develop skills through a structured practice of those skills within a specific subject matter, electricity. (SOE)
Electricity, Energy Conservation, Learning Activities, Power Technology, and Tables (Data)
Reviews the past 25 years of electricity consumption in the United States and considers the implications for the near future. Discusses strategies for energy conservation and provides a student activity for measuring and conserving electric power. (Author/JOW)
Fortus, David, Reddy, Srikaran, and Dershimer, Ralph Charles
Science Teacher, v70 n3 p38-41 Mar 2003.
Chemistry, Curriculum Design, Electric Batteries, Electricity, Problem Solving, Science Education, Secondary Education, Study Skills, Teaching Methods, and Units of Study
Describes design-based science, which aims to develop useful skills for a wide range of actual problem-solving situations involving science. Discusses units of design activities concerning the voltage and lifetime of batteries and the potential in science education. (KHR)
Curriculum Development, Educational Change, Electricity, Physics, Professional Development, Science Education, Secondary Education, Teaching Methods, Technology Education, and Georgia
Describes the Electric Vehicle Education Program (EVEP) validated by the Georgia Department of Education and evaluated by the University of Georgia. Discusses the potential for the curriculum and training program and the program's impact on students and communities. (KHR)
International Journal of Science Education, v25 n2 p193-204 Feb 2003.
Cognitive Development, Concept Formation, Electric Circuits, Electricity, Learning Strategies, Physics, Problem Solving, Science Education, Secondary Education, and Teaching Methods
Describes an approach to the teaching of electricity that uses box and AVOW diagrams, novel representations of the properties of the electric circuit that portray current, voltage, resistance, and power. The diagrams were developed as aids in learning, understanding, and problem solving and to promote conceptual change by challenging a number of commonly held misconceptions. (Author/KHR)
Journal of Science Education in Japan, v26 n3 p218-26 2002.
Cognitive Development, Concept Formation, Electricity, Foreign Countries, Magnets, Physical Sciences, Science Education, and Japan
Investigates the effects of learning material construction on concept learning while aiming for students to acquire the basic concepts of electricity and magnetism. Reports that concept learning of electricity and magnetism is influenced by the hierarchical structure of learning materials, not by sequence. (Contains 14 references.) (Author/YDS)
Explains how physics teaching can be more relevant for elementary and secondary students by integrating physics and earth science content that students can relate to and understand. Identifies and explains Earth contexts that can be appropriately implemented into the physics curriculum such as waves, magnetism, and electricity. (Author/YDS)
Constructivism (Learning), Curriculum Design, Electric Circuits, Electricity, Elementary Secondary Education, Foreign Countries, Physical Sciences, Science Instruction, and United Kingdom
Reviews evidence on the effectiveness of "sequence of teaching activities" on student learning and the design and evaluation of science teaching sequences. Discusses the social constructivist perspective on learning and offers a generalized approach to planning a science teaching sequence. Provides an example of how to plan an instructional sequence on simple electric circuits. (Contains 59 references.) (YDS)
Investigates student reasoning about models of conduction. Reports that students often are unable to account for the existence of free electrons in a conductor and create models that lead to incorrect predictions and responses contradictory to expert descriptions of the physics involved. (Contains 36 references.) (Author/YDS)
Analyzes how electric and magnetic lines of force were conceived by Faraday and how they are understood by a group of Argentine university students after receiving instruction. Results show that many students possess ideas similar to those of Faraday in that lines of force are conceived as real physical entities responsible for the transmission of the electric action. (Author/MM)
International Journal of Science Education, v24 n6 p551-64 Jun 2002.
Concept Formation, Electricity, Misconceptions, Physics, Science Education, and Secondary Education
Studies the understanding that 8-12 grade high school students were able to develop with regard to the interrelationships between resistance, potential difference, and current concepts (Ohm's law). Explores the immediate effects of exposure to electricity courses on the intuitive mastery of these relationships. (Contains 32 references.) (Author/YDS)
Guisasola, Jenaro, Zubimendi, Jose L., Almudi, Jose M., and Ceberio, Mikel
Science and Education, v11 n3 p247-61 May 2002.
Cognitive Processes, Concept Formation, Electricity, Higher Education, and Science Education
Describes students' difficulties in learning the meaning of capacitance in a charged body by considering that individuals construct mental representations in order to help their understanding of the way a physical system works under varied circumstances. Asserts that a critical study of the history and epistemology of science is likely to enlighten teachers and researchers about qualitative leaps in the evolution of a concept. (Author/MM)
School Science and Mathematics, v102 n4 p181-189 Apr 2002.
Electricity, Elementary Education, Knowledge Base for Teaching, Magnets, Preservice Teachers, Science Education, and Teacher Education
Describes a project in which preservice elementary teachers (n=30) described the working of a St. Louis motor before and after studying a laboratory unit on magnetism and electricity. Shows that knowledge framework interconnectedness of the post-unit interview was positively correlated. Analyzes in depth the highest and lowest performing students. (Author/MM)
Critical Thinking, Electricity, Electronics, High Schools, Individualized Instruction, Problem Solving, Technological Advancement, and Technology Education
Advocates the use of technology education to promote independent critical thinking and problem solving while introducing students to design and engineering concepts. Includes sample activities for a high school electricity and electronics course. (JOW)
Introduces the Conceptual Survey of Electricity and Magnetism (CSEM) which was developed to assess students' knowledge of topics in electricity and magnetism. Reports on the number of student difficulties in electricity and magnetism. (Contains 23 references.) (Author/YDS)
Chemistry, Demonstrations (Science), Electricity, Middle Schools, Physics, and Science Instruction
Describes a demonstration of static charge using balloons and crystals to illustrate the electrical nature of matter. Building on the classic physics demonstration that uses pieces of paper and a plastic rod, this approach adds a new dimension of chemistry. Offers suggestions for how to discuss the observed phenomenon. (DLH)