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International Journal of Science Education
written by Abdeljalil Métioui, Claude Brassard, Jude Levasseur, and Michel Lavoie
We discuss the alternative conceptions of students analysing the behaviour of electrical circuits.  Studies on this subject throughout the world indicate that these conceptions differ considerably from those generally accepted in the scientific community.  The students were enrolled in Electrical Engineering Technology programmes in the Province of Quebec, Canada (ages 17-20).  The conceptions uncovered are such that major flaws are to be expected in the competence of these future technologists.  A qualitative research approach has made it possible to analyse conceptions related to Ohm's law.  In particular, these students tend to view all circuits as linear and static (time independent).  Thus they are inclined to replace any component, known or unknown, by 'its equivalent resistance'.  They also consider that voltage is akin to current, on the basis of this belief that voltage is always proportional to current.  The results confirm the findings of the international community of researchers in science education and, in some cases, provide possible explanations for previously reported conceptions.
International Journal of Science Education: Volume 18, Issue 2, Pages 193-212
Subjects Levels Resource Types
Education - Basic Research
- Alternative Conceptions
- Lower Undergraduate
- Reference Material
= Research study
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text/html
application/pdf
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Access Rights:
Available by subscription
Restriction:
© 1996
DOI:
10.1080/0950069960180205
ISSN Number:
0950-0693
Keywords:
Ohm's law, circuits, electricity, electromagnetism, misconceptions
Record Creator:
Metadata instance created July 13, 2005 by Lyle Barbato
Record Updated:
September 23, 2007 by Lyle Barbato
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Record Link
AIP Format
A. Métioui, C. Brassard, J. Levasseur, and M. Lavoie, Int. J. Sci. Educ. 18 (2), 193 (1996), WWW Document, (https://doi.org/10.1080/0950069960180205).
AJP/PRST-PER
A. Métioui, C. Brassard, J. Levasseur, and M. Lavoie, The persistence of student's unfounded beliefs about electrical circuits: The case of Ohm's law, Int. J. Sci. Educ. 18 (2), 193 (1996), <https://doi.org/10.1080/0950069960180205>.
APA Format
Métioui, A., Brassard, C., Levasseur, J., & Lavoie, M. (1996). The persistence of student's unfounded beliefs about electrical circuits: The case of Ohm's law. Int. J. Sci. Educ., 18(2), 193-212. Retrieved January 18, 2021, from https://doi.org/10.1080/0950069960180205
Chicago Format
Métioui, A, C. Brassard, J. Levasseur, and M. Lavoie. "The persistence of student's unfounded beliefs about electrical circuits: The case of Ohm's law." Int. J. Sci. Educ. 18, no. 2, (1996): 193-212, https://doi.org/10.1080/0950069960180205 (accessed 18 January 2021).
MLA Format
Métioui, Abdeljalil, Claude Brassard, Jude Levasseur, and Michel Lavoie. "The persistence of student's unfounded beliefs about electrical circuits: The case of Ohm's law." Int. J. Sci. Educ. 18.2 (1996): 193-212. 18 Jan. 2021 <https://doi.org/10.1080/0950069960180205>.
BibTeX Export Format
@article{ Author = "Abdeljalil Métioui and Claude Brassard and Jude Levasseur and Michel Lavoie", Title = {The persistence of student's unfounded beliefs about electrical circuits: The case of Ohm's law}, Journal = {Int. J. Sci. Educ.}, Volume = {18}, Number = {2}, Pages = {193-212}, Year = {1996} }
Refer Export Format

%A Abdeljalil Métioui
%A Claude Brassard
%A Jude Levasseur
%A Michel Lavoie
%T The persistence of student's unfounded beliefs about electrical circuits:  The case of Ohm's law
%J Int. J. Sci. Educ.
%V 18
%N 2
%D 1996
%P 193-212
%U https://doi.org/10.1080/0950069960180205
%O text/html

EndNote Export Format

%0 Journal Article
%A Métioui, Abdeljalil
%A Brassard, Claude
%A Levasseur, Jude
%A Lavoie, Michel
%D 1996
%T The persistence of student's unfounded beliefs about electrical circuits:  The case of Ohm's law
%J Int. J. Sci. Educ.
%V 18
%N 2
%P 193-212
%@ 0950-0693
%U https://doi.org/10.1080/0950069960180205


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