TEACHING OF THE BASIC ELECTRIC QUANTITIES1

This study examines the misconceptions children hold regarding basic electric quantities and explores teaching methods aimed at addressing these misunderstandings. The objective is to analyze current misconceptions, such as the belief that electric current can flow through a single wire or that it diminishes with distance from the source. The methodology includes a review of various studies conducted over the years, highlighting the similarities found across different age groups and nationalities. Despite the recurring themes in misconceptions, there has been limited discussion on how to effectively correct these false ideas. The results indicate that employing qualitative teaching methods focused on experiential learning can mitigate these misconceptions. Furthermore, the introduction of diverse thinking approaches in teaching physics encourages students to frequently test their models in different contexts, which is pivotal for learning. The findings suggest that a framework for teaching foundational physics concepts is necessary, emphasizing the importance of addressing and rectifying children's preconceptions to foster a better understanding of electricity. This research lays the groundwork for future educational strategies aimed at improving comprehension in young learners.