Kate Redhead, PSTT

Common Regional Mentor, tells us

Misconceptions how she helps children
understand the
Principles of Electricity.
Electricity
kate.redhead@pstt.org.uk

What children need to know: Common misconceptions – often children may

„„ A simple circuit consists of a series of
think that:
conductors. „„ Different coloured wires affect how the circuit
„„ That some materials, such as metals, are
works.
conductors and others, such as plastic, are „„ Wire is made of plastic.
insulators. „„ If a circuit is broken, energy goes off into the air.
„„ A circuit needs to be complete to work.
„„ Electricity comes out of both sides of the battery
„„ The number and voltage of cells in a circuit, and leads to both sides of the component.
affect the brightness of the bulb or loudness of „„ Current, voltage and electricity are all the same
the buzzer. thing.
„„ The reasons for differences in how components
„„ Current gets less as it passes through
behave in a circuit. components.
„„ The different symbols that represent a simple
„„ Electricity is an object that can be seen.
circuit.

As teachers, if we’re honest, there is always an taken on board the learning, but actually still hold onto
their own ideas about ‘what is really happening’ (Harlen
area of the curriculum that we find ‘challenging’ to and Qualter, 2006).
cover; the one we need to go over more thoroughly
before we can facilitate it with full aplomb in the As with all science topics, the common use of words
classroom. In science, for me, it has always been or phrases can also lead to misconceptions. We often
electricity. refer to a single cell as a battery and speak of ‘turning a
light on’ rather than making a bulb light up.

WHY ELECTRICITY?
MY OWN REVISION!
The abstract nature of energy being passed around
a circuit seems to be the root of the cause; children The fear of passing on my own possible
can see the result (a buzzer sounding for example) but misconceptions to the children, drives me to go
not what is making it happen; it is invisible. Research back to basics before teaching the topic. Key terms
suggests that with abstract concepts like these, if and definitions, appropriate for primary level, are my
we are not adequately able to encourage children to starting point (see Table 1).
recognise what is happening, then they may leave the
lesson having said all the right things and seemingly
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Why & How Spring 2018
Electricity A form of energy.
Charge (electron) An electric current flows when electric charges move through a wire. Just as in
a flowing water system, the charge is analogous to the amount of water in the
system.
Current The movement or flow of electrical charges. This is measured in amps (A). The
greater the charge that flows, the bigger the current. Just as in a flowing water
system, the current is analogous to the flow of water.
Voltage The voltage provides the force that pushes the current around the circuit. A
voltmeter measures voltage in volts (V). The higher the voltage, the more current
is passing through the component and if this is too high, a bulb could blow. Just
as in a flowing water system, the voltage is analogous to water pressure.
Cell (electrical) This generates the electrical energy (e.g. through chemical reactions that occur
within the cell). When a cell is connected to a complete circuit, it provides a flow
of electrical current to the components.
Battery One or more than one cells joined together.
Components The different parts of a circuit, for example: bulb, buzzer etc.
Table 1: Key terms and definitions

Whilst the curriculum may not dictate that children skin carry the current). In a class situation, they are
are clear on all of these formal terms when electricity an excellent tool to involve every child by forming a
is first introduced, I always use them in context as a ‘magic circle’ (slowly increasing the number of children
way of slowly introducing science vocabulary that can holding hands in a circle whilst keeping the connection
be build on at key stage. However, I do exclude the on the metal strips). There are numerous possibilities
use of the term ‘electron’ as this is not included in the for extending the learning in this: exploring whether
curriculum until key stage 4. different materials are electrical conductors and
considering how switches work are just two examples.

WHERE TO START IN THE CLASSROOM

Give children a set of circuit equipment and usually, EXPLORATION AND TAKING OWNERSHIP
they can make a component work without much Next steps for me are to give the children chance to
difficulty. However, I prefer to start with a ‘wow’ and explore; baskets of equipment on each table (including
for this I use an ‘energy ball’, ‘energy stick’ (Figure 1) bulbs and cells that are separate from their holders)
or ‘circuit maker breaker’, which literally provides a and a variety of prompts at the ready for those that
hands-on approach to exploring circuits. Each contains need it (Can you make a bulb light? Can you change
an open circuit that produces light and/or sound when the direction of the motor? Does it matter which
completed – the children should offer explanations as way around the cell is? Etc.). As the children explore
to how this works. and make their own discoveries, I prompt them for
These devices are predictions and explanations (see Figure 2). The aim is
cheap to source, for the children to take ownership and begin to pose
and work when their own questions to investigate.
the metal strips Post-It notes of the children’s discoveries placed
are touched on on a learning wall are a useful tool for identifying
both sides and misconceptions and if time permits, I encourage the
a connection is children to investigate further; often they will then
made across the reassess their findings as their explorations progress.
surface of the I also use this time to encourage children to recognise
skin (impurities in what is inside a wire, ensuring they know that the
Figure 1: Energy stick the sweat on our plastic is the coating and not the conductor.
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Why & How Spring 2018
ASSESSING FINDINGS AND USING MODELS TO ADDRESS
MISCONCEPTIONS
Children are usually able to say what they think
happens in a circuit and how they can change its
results, but less clear on what is making it happen.
Practical activities and models are excellent tools to
address misconceptions, and if all children can be
physically involved in a demonstration, they are much
more likely to develop a thorough understanding.
Whilst we all have our favourites, there is no perfect
model, all having limitations and the children should
be encouraged to identify these.
Figure 3: Children holding hands in a circle

demonstrating and underlining these differences,

children see that there is not just one charge.
2. The ‘Paper Game’ helps the children understand
that the charges are in the wires and all components.
Each child in the circle is given a piece of scrunched
up paper (or similar item) on which each child writes
‘charge’ and told they cannot not pass it to their
neighbour until their other neighbour is ready to give
them theirs. The cell and component hats are still
used, but now have ‘On’ written on the reverse sides.
Children determine when to turn them, depending on
the movement in the circle.
Figure 2: Children exploring with electrical equipment
In moving the model forward, I want children to
recognise the following:
The first model I share is controversial! Some might „„ Electricity does not travel by a single charge to the
say, it deepens a child’s misconception that there is component and then away again, but that there are
only one charge travelling around the circuit and that many charges that all move simultaneously when
the charge takes time to travel from the cell to the the cell introduces the push force, and all stop when
bulb. I would argue that it allows this misconception to the circuit is broken.
be addressed head on.
„„ Current flows through components and is the same
I start with the ‘whole-class circuit’ and have a ‘two when it exits as when it enters (it is not ‘used up’).
stages’ approach:
1. ‘Passing the squeeze’ around the circle first
TAKING IT FURTHER: A REASON TO INVESTIGATE
introduces the movement of charge in the circuit. A
child wears a ‘cell’ hat and another a ‘bulb’ hat (Figure I then give children a reason to investigate further
3). The cell calls, “Go!” as they start the squeeze and and apply their understanding. Electricity lends itself
the bulb, “On!” as the squeeze reaches them. Children brilliantly to construction-based projects and wherever
could decide how they can show the effects of adding possible I link this to their Design Technology topic. A
extra components into the circuit. prompt based on a problem, (e.g. “Adam is struggling
to do his homework because his light isn’t bright
I then encourage children to recognise that the bulb
enough…”) or a story (“The Lighthouse Keeper’s Son”
was calling, “On!” only when the squeeze reached
in ‘Science Through Stories’ by Jules Pottle and Chris
them and pose the question, “Did the bulb go on
Smith) are possible approaches. Children can then
and off in the circuits we made?” This is where the
plan and carry out their own construction based
misconception is addressed, as children see the
on their new knowledge and go on to discover how
difference between the model (with a bulb lighting
changes to cell voltage and numbers of components
intermittently, whenever the squeeze passed through
affect how these behave.
it) to the actual circuit they created (where the
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bulb was lit whenever the circuit was complete). By Why & How Spring 2018