Research Sharing in EDSC 244.

1
Joni M. Albarico

Comparison of Students Conceptual

Understanding of Electric Circuits in
Simulation Only and SimulationLaboratory Contexts
Tomi Jaakkola, Sami Nurmi, Koen Veermans
Centre for Learning Research, University of Turku, Finland
Journal of Research in Science Teaching
Vol. 48, No.1, pp. 71-93 (2011)

Rationale of the Study

Compare learning outcomes of students using

simulation alone (simulation environment) with

outcomes of those using simulation in parallel with
real circuits (combination environment) in the
domain of electricity
Explore how learning outcomes in these
environments are mediated by implicit (only
procedural guidance) instruction and explicit (more
structure and guidance for the discovery process)
instruction

Assumptions
Combination environment will stimulate more

cognitive processing than using the simulation

alone, thus resulting to a better understanding of
electric circuits.

Combination would be more time consuming.

Definition of Terms

Implicit instruction
Students were provided only with procedural guidance.
Explicit instruction
Students were given support and a structure for their
inquiry process.
Simulation environment
This is where students used the simulation.
Combination environment
This is where both simulation and real circuits were both
used by students

Participants to the Study

50 fifth and sixth grade students (11-12 years

old; 31 girls and 19 boys) from three different

classrooms of one Finnish elementary school

No previous formal education in electricity

Students worked in pairs

How participants were

grouped?
Simulation
Implicit (SI)

50
students

PRETEST

Matching

Simulation
Explicit (SE)
Combination
Implicit (CI)
Combination
Explicit (CE)

Materials
Simulation (Electricity Exploration Tool)
Real Circuits (Laboratory Equipment Kit)
Worksheets
Subject Knowledge Assessment Questionnaire

Electricity Exploration Tool

Laboratory Equipment Kit

Real batteries, wires, bulbs and voltmeter
Each circuit component is attached to a base that
displays the diagrammatic symbol of that
component

Worksheets
Designed to promote conceptual change
Provided instructions for students to follow during
the intervention phase

Students Conceptual Models

of Simple Electric Circuits
Model

Description

Sink Model
(NSAM)

Only one wire between the bulb and the battery suffices
to light the bulb. The second wire is unnecessary and it
has not active role in the circuit.

Clashing
current model
(NSAM)

For a bulb to be part of a complete circuit, its two

terminals must be connected to different terminals of the
battery.

Current
consumption
model (NSAM)

Current circulates around the circuit, but while it travels,

it encounters obstacles that gradually consume the
current and slow it down.

Students Conceptual Models

of Simple Electric Circuits
Model

Description

Constant
current model
(NSAM)

Current is conserved, but the battery is a source of

constant current. Current is always shared equally
among the circuit components.

Ohm model
(SAM)

The amount of current depends on the circuit

configuration and this also determines the bulb
brightness.

Subject Knowledge
Assessment Questionnaire
Completed before and after they constructed
circuits

Was used to measure changes in students

knowledge about the features that affect the

lighting and the brightness of the bulbs in DC
circuits

Five questions that included multiple items

Procedure
Pre-test (a week before the intervention)
Intervention (SI, SE, CI, CE)
Post-test (a day after the intervention)

Data Analysis
Subject knowledge

Quantitative level
Conceptual level

Learning time
Learning efficiency

RESULTS OF THE STUDY

Baseline Knowledge
No significant difference on pre-test scores
among the four conditions F(3, 46) = 0.07

Significant positive correlation on the pre-test

and posttest scores (r = 0.59, p < 0.001)

Means of Students Pre-test

and Post-test Subject
Knowledge
Model
Pre-test
Post-test
Learning time
Learning
efficiency

SI

SE

CI

CE

8.75
9.25

9.14
11.29

8.67
12.67

9.00
12.33

66.17
0.572

79.14
1.700

73.00
3.554

90.33
2.232

Conceptual Understanding

SI 17%
SE 43%
CI 58%
CE 67%