Development of Electric Circuit Model Materials Leading to the Acquisition of Scientifically Appropriate Electric Current Concepts

Abstract

It has been suggested that the conservation of electric current in electric circuits may be misconstrued by sixth-grade students in the " Use of Electricity " unit as a result of the confusion between electric current and electric energy. This study seeks to reduce the number of children who have misconceptions about current flow from the conservation model, which is a scientifically appropriate concept of current flow, after studying a unit of electricity in the sixth grade of elementary school. We developed an electric circuit model teaching resource that distinguishes the concept of current from that of electric energy and enables learners to acquire the scientific concept of current and verify its effectiveness. The results confirmed that the developed teaching materials did not use water, and the number of children who acquired the scientific concept of the conservation of electric current was significantly higher in the class that used the developed materials.