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Abstract Title: Revealing Students’ Preconceptions in DC Circuits: A Preliminary Study
Abstract: Inspired by the TYC New Faculty Experience, I implemented a DC circuit activity into my algebra/trig-based introductory physics class and lab.  The classroom activity used bulbs and batteries to let students (a) discover how current flows through a circuit by using evidence (bulb brightness) to distinguish the difference in current through series or parallel circuits, and (b) learn to measure voltage and compare voltage drops across bulbs in various arrangements.  A new series and parallel lab addressed students' preconceptions and filled a need for an introductory lab to supplement a combination circuit lab.  

This poster will identify students' preconceptions revealed during the new DC circuit lab and classroom activity, compare these preconceptions to the literature, and discuss the results on students' conceptual understanding of DC circuits.  It will also address the value of learning about your students' thinking which becomes visible during active engagement learning.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Krista E. Wood
University of Cincinnati
9555 Plainfield Rd.
Cincinnati, OH 45236
Phone: 513-745-5745

Contributed Poster

Contributed Poster: Download the Contributed Poster