There is a long-standing interest and focus in educational research on electricity-related concepts, due to two essential reasons: (a) electricity is one of the central areas of science, technology, and engineering curricula at all levels of education, and (b) its concepts are particularly difficult to teach and learn because they are abstract and complex . Therefore, both educators and students face several challenges throughout the learning process . Students often develop their own conceptions of electricity, which may be in conflict with the formal science perspectives . When these students' interpretations of scientific concepts are inconsistent with canonical interpretations, this phenomenon is variously referred to as misconceptions, naive conceptions, or alternative conceptions .
展开▼
