A Context-based Teaching Concept on Electric Circuits - Development and First Results

Abstract

Abstract Despite the importance of electricity for today’s industrial society, students often perceive the abstract topic of electric circuits as uninteresting. In order to foster students’ interest, we developed a context-based teaching concept on simple circuits. Building on research findings on students’ interests, the concept covers the topic at the example of contexts like bumper cars, the electric eel, or the electric fence. While previous studies suggest that such a context-based approach can improve affective factors such as student interest, the evidence on the impact on students’ conceptual understanding is inconclusive. Therefore, we empirically evaluated the teaching concept in a field study with 7th and 8th graders to investigate the effects of context-based teaching on students’ conceptual understanding, while also assessing their interest and self-concept. By comparing our concept with conventional teaching in a pre-post-follow-up design, we aim to improve the current state of research regarding the effects of context-based teaching in authentic teaching environments. First analyses did not reveal significant differences between the context-based concept and conventional approaches, neither regarding the affective factors interest and self-concept nor conceptual understanding.