A constructivist approach to the teaching and learning of electricity

The science education research literature suggests that students have difficulties understanding key ideas about phenomena associated with electric circuits. This paper discusses some of the main findings by science education researchers in relation to problems Middle Year students have in learning about electric circuits. To address these challenges, the objective of this study is to explore the implications of the research findings for teaching and learning about electric circuits. A qualitative analysis is employed to examine various constructivist teaching and learning approaches that could be applied to improve students' understanding. The results highlight that despite the omnipresence of electricity in daily life, many Middle Years teachers lack confidence in their scientific understanding of electrical phenomena, leading to misconceptions among students. The paper concludes that incorporating constructivist methods in the curriculum can facilitate better comprehension of electric circuits among students, thus aiding in overcoming their learning difficulties.