Correspondence Between Real Electric Circuit and Ohmic Models:Secondary School Students Perspective (Record no. 20228)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 03016nam a2200181Ia 4500 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 180910s9999 xx 000 0 und d |
| 100 1# - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Saba-Ayoun, Fadi |
| Miscellaneous information | Master, تعليم الفيزياء |
| 245 10 - TITLE STATEMENT | |
| Title | Correspondence Between Real Electric Circuit and Ohmic Models:Secondary School Students Perspective |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Place of publication, distribution, etc. | Beirut |
| Name of publisher, distributor, etc. | Université Libanaise - Faculté de Pédagogie - Deanship |
| Date of publication, distribution, etc. | 2009 |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | 85 pages |
| 500 ## - GENERAL NOTE | |
| General note | النوع : Mémoire |
| 520 3# - SUMMARY, ETC. | |
| Summary, etc. | Students studying electricity are confronted with a barrier to developing insightful understanding of direct current (DC) circuit operations. This thesis investigated students’ understanding of DC electric circuit and their ability to apply the laws of voltage and current qualitatively and quantitatively. In particular, it examined: 1) the ability of students to build up a simple closed circuit; 2) students’ understanding of the DC electric current: its direction and flow in series and parallel circuits; 3) students’ ability to sketch a diagram from a real circuit made up of many bulbs and dry cells connected in series or parallel; 4) students’ ability to distinguish among the concepts of voltage, current, power, and energy; 5) students’ understanding of the concept of resistance; and 6) students’ ability to manipulate the variables of a DC electric circuit quantitatively and qualitatively (V, R, I). A paper-and-pencil test was developed and administered to a sample of 300 Lebanese secondary-school students enrolled in the science sections. Only 227 students answered more than 60% of the items and therefore were included in the final analysis. Results obtained revealed that about half the students were unable to light a bulb by connecting the two poles of the cell to the two terminals of the bulb and unable to draw diagrams of real circuits although they were able to draw schematic diagrams. Results also revealed that students have a misconception that a dry cell is a source of constant current and were unable to relate the intensity of the current traversing a bulb to its brightness. Although students knew that the voltage and the brightness change when a lamp is shorted out, they did not recognize that the current also changes. Results also showed that most students were able to solve numerical problems applying Ohm’s law while fewer students can reason and solve conceptual problems. Finally it was recommended that physics teachers pay attention to the practical part of physics and focus on laboratory work where students manipulate dry cells, bulbs and electric appliances in order to decrease the gap between practical physics and class lectures. |
| 650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Cycle Secondaire L’enseignement des Sciences Méthodes d’enseignement |
| 650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Secondary Education Sciences education Teaching Methods |
| 650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | المرحلة الثانوية تعليم العلوم طرق التعليم |
| 856 ## - ELECTRONIC LOCATION AND ACCESS | |
| Public note | Université Libanaise - Faculté de Pédagogie - Deanship |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Koha item type | بيانات الهيئة اللبنانية للعلوم التربوية |
No items available.