Conceptions about Electrical Circuits of English and French Pupils from Nova Scotia in Canada

  • Abdeljalil Métioui Université du Québec à Montréal

Abstract

The present research was intended to identify the conceptual of 84 students from the region of Clare in French-language public schools and 54 from the Argyle region in French immersion public schools in Canada on the operation of simple electrical circuits. To this end, they completed a pencil-and-paper questionnaire of sixty minutes duration. The analyses of the data show clearly the preponderance of erroneous conceptions about the current and voltage concepts like those identified in the international review of the literature. Thus, despite the cultural and language differences, their conceptual understandings related to the simple electrical circuit are similar.

Author Biography

Abdeljalil Métioui, Université du Québec à Montréal

Professor

Department of Didactics

References

Allen, M. (2010). Misconceptions in Primary Science. New York: Open University.

Canal, J.-L. (1986). The speed to the middle course. Aster, 2, 133-166.

Carlton, A. (2000). Teaching about heat and temperature. Physics Education, 35(2), 101-105.

Chu, H. E., Treagust, S. and Zadnik, S. Yeo. (2012). Evaluation of Students’ Understanding of Thermal Concepts in Everyday Contexts. International Journal of Science Education, 34 (10), 1509-1534.

Dédès, C. and Ravanis, K. (2007). Reconstruction of the spontaneous representations of the pupils: The formation of the shades by the extended sources. Skholè, hors série, 1, 31-39.

Engel Clough, E. and Driver, R. (1985). Secondary student’s conceptions of the conduction of heat; bringing together scientific and personal views. Physics Education, 29, 176-182.

Erickson, G. (1980). Children’s viewpoints of heat: A second look. Science Education, 64, 323-336.

Fredette, N., and Lochhead. (1980). Student conceptions of simple circuits. Physics Teacher, March, 194-198.

Invernizzi, S., Marioni, C. and Sabadini, P. (1989). Mouvement and speed to the elementary course. Aster, 8, 211-223.

Jabot, M., Henry, D. (2007). Mental Models of Elementary and Middle School Students in Analyzing simple Battery and Bulb Circuits. School Science and Mathematics, 107, 371-381.

McDermott, Lilia C. (2004). Conceptions des élèves et résolution de problèmes en mécanique, In Des connaissances naïves au savoir scientifique, responsable A. Tiberghien. UMR GRIC, CNRS, Université Lumière, Lion, Chapitre C1, 11 pages.

Métioui, A. and Trudel, L. (2017). Misconceptions and history of science in science-student education: force-gravity and motion. International Journal of Technical Research and Applications, 5 (1), 88-94.

Métioui, A., Baulu MacWillie, M. (2013). Children's Beliefs about the Concepts of Distance, Time and Speed. International Journal of Education, Learning and Development, 1, 24-38.

Métioui, A., Baulu MacWillie, M. (2015). Children’s beliefs about the transformations of energy in three countries (Canada, France and Morocco). Universal Journal of Educational research, 3, 75 84.

Métioui, A., Baulu MacWillie, M. (2015). Pupil’s Beliefs about the Transformations of Energy in Three Countries (Canada, France and Morocco). Universal Journal of Educational Research, 3, 75-84. DOI: 10.13189/ ujer.2015.030202

Métioui, A., Baulu-Mac Willie, M. & Trudel, L. (2016). Conceptions of pupils of the primary on the topic of an electric circuit in three countries (Canada, France and Morocco). European Journal of Science and Mathematics Education, 4 (4), 469‐476.

Métioui, A. (2019). Quebec Elementary Pre-service Teachers’ Conceptual Representations about Heat and Temperature. International Journal of Educational and Pedagogical Sciences, 13(5), 712-717.

Osborne, R. J. (1982). Investigating Children’s Ideas About Electric Current Using an Interview-About-Instances Procedure. Hamilton, New Zealand: SURU, University of Waikito.

Ravanis, K., Zacharos, K. and Vellopoulou, A. (2010). The formation of shadows: The case of the position of a light source in relevance to the shadow. Acta Didactica Napocensia, 3(3), 1-6.

Selley, N. J. (1996). Children’s ideas on light and vision. International Journal of Science Education, 18(6), 713-723.

Sözbilir, M. (2003). A Review of a Selected Literature on Students’ Misconceptions of Heat and Temperature. Boğaziçi University Journal of Education, 20(1), 25-41.

Tao, Y., Olivier, M., Venville, G (2012). Chinese and Australian children’s conceptual understanding of science: A multiple comparative case study. International Journal of Science Education, 34, 879-901.

Tiberghien, A., Delacote, G., Ghiglione, R. and Matalon, B. (1980). Conception de la lumière chez l’enfant de 10-12 ans. Revue française de pédagogie, 50, 24-41.

Tiberghien, A. (1985). The development of ideas with teaching, in R. Driver, E. Guesne and A. Tiberghien (dirs.), Children’s Ideas in Science, Milton Keynes, England: Open University Press, pp. 67-84.

Watts, D. M. (1983). A study of school children’s alternative frameworks of the concept about force. European Journal of Science Education, 5 (2), 217-230.

Webb, P. (1992). Primary science teachers’ understandings of electric current. International Journal of Science Education, 14(4), 423-429.

Published
2020-02-04
How to Cite
Métioui, A. (2020). Conceptions about Electrical Circuits of English and French Pupils from Nova Scotia in Canada. The International Education and Learning Review, 2(1), 1-11. https://doi.org/10.37467/gka-edurev.v2.2229
Section
Articles