Οι ιδέες υποψήφιων νηπιαγωγών και δασκάλων για το ηλεκτρικό κύκλωμα
Abstract
As noted in the relevant literature, the dominant student conception is that an electric source transfers current into an electric circuit. In the Greek educational context, electric circuits are taught in both primary and secondary education without emphasis on destabilizing this prevailing conception. Within this framework, the views of 400 pre-service teachers from the Department of Early Childhood Education at the University of Athens and the Department of Primary Education at the University of Ioannina were investigated through a questionnaire. The participants had not received any instruction on the topic beyond their formal school education. Analysis of the results showed that only a small number of students approached the role of the electric source through the scientific model, while the vast majority expressed the idea that a source transfers “something” (current, charge, voltage, etc.). Regarding the criteria on which they based their decisions about whether a circuit—composed of sources, wires, and a bulb—would operate, their answers appear to be mainly the result of assimilation of school knowledge within the framework of the alternative conception that a source transfers current.
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ΣΤΑΡΑΚΗΣ Ι., & STYLOS, G. (2025). Οι ιδέες υποψήφιων νηπιαγωγών και δασκάλων για το ηλεκτρικό κύκλωμα . Dialogoi! Theory and Praxis in Education, 11, 129–147. https://doi.org/10.12681/dial.41737
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