Conceptual Resources for Constructing the Concepts of Electricity: The Role of Models, Analogies and Imagination

Autor/inn/en	Taber, Keith S.; de Trafford, Tom; Quail, Teresa
Titel	Conceptual Resources for Constructing the Concepts of Electricity: The Role of Models, Analogies and Imagination
Quelle	In: Physics Education, 41 (2006) 2, S.155-160 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-9120
DOI	10.1088/0031-9120/41/2/006
Schlagwörter	Foreign Countries; Concept Formation; Energy; Electronics; Secondary School Science; Science Instruction; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Concept learning; Begriffsbildung; Energie; Elektronik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht
Abstract	The topic of electricity offers considerable challenge for the teacher hoping to provide students with an insight into scientific ways of thinking about circuits. The concepts used to make sense of electric circuits are abstract and students are expected to develop conceptual models of the relationship between non-observable qualities (current, p.d., resistance) in terms of other non-observables such as energy and electrons. Teachers introducing electrical ideas to lower secondary students need to find ways of enticing learners to engage with the topic at a theoretical as well as a phenomenological level. This article explores approaches taken by two trainee teachers working with lower secondary classes in England. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10