THE PERSISTENCE OF STUDENTS UNFOUNDED BELIEFS ABOUT ELECTRICAL CIRCUITS - THE CASE OF OHMS LAW

We discuss the alternative conceptions of students analysing the behav iour of electrical circuits. Studies on this subject throughout the wo rld indicate that these conceptions differ considerably from those gen erally accepted in the scientific community. The students were enrolle d in Electrical Engineering Technology programmes in the Province of Q uebec, Canada (ages 17-20). The conceptions uncovered are such that ma jor flaws are to be expected in the competence of these future technol ogists. A qualitative research approach has made it possible to analys e conceptions related to Ohm's law. In particular, these students tend to view all circuits as linear and static (time independent). Thus, t hey are inclined to replace any component, known or unknown, by 'its e quivalent resistance'. They also consider that voltage is akin to curr ent, on the basis of this belief that voltage is always proportional t o current. The results confirm the findings of the international commu nity of researchers in science education and, in some cases, provide p ossible explanations for previously reported conceptions.