The 'Brightness Rules' alternative conception for light bulb circuits

An alternative conception for the observed differences in light bulb brightness was revealed during an unguided inquiry investigation in which prospective elementary teachers placed identical bulbs in series, parallel, and combination direct current circuits. Classroom observations, document analyse...

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Bibliographic Details
Published in:Physics education 2006-11, Vol.41 (6), p.522-531, Article 522
Main Authors: Bryan, Joel A, Stuessy, Carol
Format: Article
Language:English
Subjects:
Brightness
Circuits
Concept Formation
Direct current
Elementary School Science
Elementary School Teachers
Lighting
Luminaires
Optics
Preservice Teacher Education
Science Education
Science Experiments
Scientific Concepts
Teachers
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Summary:An alternative conception for the observed differences in light bulb brightness was revealed during an unguided inquiry investigation in which prospective elementary teachers placed identical bulbs in series, parallel, and combination direct current circuits. Classroom observations, document analyses, and video and audio transcriptions led to the discovery of this alternative conception, appropriately christened "Brightness Rules". Assessments administered three weeks after the activity confirmed that several prospective teachers maintained the "Brightness Rules" conception even after instructor-led intervention. Implications of the discovery of this alternative conception are discussed with respect to a previously administered assessment question that could not identify the presence of this alternative conception.
ISSN:0031-9120
1361-6552
DOI:10.1088/0031-9120/41/6/006