Abstract
This study examines university students causal reasoning when tackling electric current in transitory situations. A questionnaire with emphasis on explanations was used to analyse students’ reasoning. The results obtained show that a significant percentage of students cannot correctly interpret simple transitory state current phenomena. Their explanations fall into two general categories: one based on potential difference and one that excludes current flow in processes of transitory state. We look at a number of aspects that have been little mentioned in previous research, for example, the reasoning university students use when establishing macro-micro relationships and some difficulties with complex reasoning.
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