著者

荒井 竜弥 Tatsuya Arai 仙台大学 Sendai College

出版者

仙台大学学術会

雑誌

仙台大学紀要 (ISSN:03893073)

巻号頁・発行日

vol.29, no.2, pp.100-109, 1998-03

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The predominant influence of student's preconceived/native conceptions has been emphasized in the learning process. But these preconceived conceptions are sometimes considered erroneous because of over-generalization or under-generalization or misconception. Several studies tried to verify these preconceived misconceptions within a variety of academic subjects. This research was performed by using the concept of basic electricity, that is, about the currents of simple circuits. In this area, former studies in several countries showed following four preconceived conceptions. These are 1) the "contact" conception, 2) the "single-wire" conception, 3) the "clashing currents" conception and 4) "current wearing out" conception. But these studies focused only about direct current (DC) circuit. If tested with alternative current (AC), which is normally used in everyday life, one's preconceived conceptions must become more evident. Five questions regarding DC currents and AC currents was administered to 232 students (mostly 2nd year students). They were divided into two groups. The difference between the groups was wording of questions. One group was asked to choose "fit your reasons" answer (E group), and another one was asked to find" (scientifically) correct" answer (C group). The results showed as follows: 1) About DC currents, majority of students responded correct answers. However, about AC currents, student's responses were varied irrespective of DC answers. 2) In E-group, students who had more knowledge about electoric circuits made more consistent answers than others. 3) In C-group, students who had less knowledge about electoric circuits made more consistent answer than others.