A playground activity as an analogy of electric current to help students overcome misconceptions about electricity

Abstract

In this study, which aims to help grade nine students overcome the misconceptions about electric current, we identified their misconceptions about this concept and then designed and implemented a playground activity as an analogy of electric current. Through the conceptual change texts approach, which we have enhanced with experience, we use this analogy to explain the scientific conception of electric current. We call the approach resulting from this combination: the Conceptual Change Text Enhanced by Experiment and Analogy (CCTEEA). This study adopts the pre-experimental method with the design of the pre and post-test, an experimental group and a control group. The comparison of students’ conceptions, before and after the intervention, demonstrated that the CCTEEA was successful in helping students to overcome misconceptions about electric current.