Speaker
Description
Conceptual understanding of simple DC electric circuits remains a persistent challenge in introductory physics education, particularly at university level. Despite formal instruction, students continue to demonstrate fundamental misconceptions regarding current, potential difference, and the behavior of series and parallel circuits.
This study investigates the conceptual understanding of DC circuits among first-year physics students at a South African university. The Determining and Interpreting Resistive Electric Circuits Concepts Test (DIRECT) was used as a diagnostic instrument to identify and analyse students’ conceptual difficulties. A mixed-methods approach was employed, combining quantitative analysis of test responses with qualitative interpretation of recurring patterns of misunderstanding.
The findings reveal persistent misconceptions, particularly relating to the role of potential difference in parallel circuits and the microscopic interpretation of electric current as a conserved quantity in closed systems. Students frequently rely on locally reasoned, surface-level interpretations of circuit diagrams rather than coherent system-level reasoning.
These results highlight a significant gap between instruction and conceptual understanding, suggesting that traditional teaching approaches may not adequately address underlying cognitive barriers in circuit reasoning. The study has important implications for curriculum design, teaching strategies, and formative assessment in physics education within the South African higher education context.
This contribution may also complement ongoing discussions and workshop-based engagements on electric circuits at the conference. This abstract is adapted from my recently published article, which may also be retrieved from: Investigating Conceptual Understanding of DC Circuits Amongst South African University Physics Students: Implications for Curriculum and Teaching: African Journal of Research in Mathematics, Science and Technology Education: Vol 0, No 0 - Get Access
| Apply for student award at which level: | MSc |
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