Using concept maps as an alternative evaluation tool for students' conceptions of electric current

Background: Concept maps developed as teaching tools by Novak et al. depending on Ausubel's cognitive teaming theory display the relationships and hierarchy between the concepts. Concept maps, having been used mostly as teaching tools, display the relationships between the concepts concretely and therefore are qualified to be utilized as an alternative evaluation tool in terms of research on students' cognitive structures. Purpose: This study aims to determine the cognitive structures of secondary level students regarding electric current through the concept mapping technique. Programme description: First, an activity was conducted with the students, which aimed to inform the students about concept mapping during a lesson hour. Then, students were given 26 concepts related to electric current and were asked to create their concept maps. The conceptual structures of students were determined through the examination of their concept maps via the descriptive statistical methods. Sample: The research was conducted with a total of 244 (119 female - 125 male) students aged between 15 and 17, who attend Year 12 in eight different secondary schools in Ankara within the 2003-2004 academic year. Design and methods: This research is a qualitative study that uses concept mapping technique to determine the students' conceptions of secondary level students related to electric current. The conceptual structures of students were determined through the examination of their concept maps via the descriptive statistical methods. As the data collection tool, the concept maps created by the students as well as the semi-structured and structured interviews with 20% of each class were utilized, Moreover, all students interviewed also experienced a structured interview where two simple electric circuits consisting of a battery, resistance and electric bulb were discussed The obtained responses were analyzed under separate categories. Results: The research concluded that students had various alternative conceptions regarding electric current. Some of these alternative conceptions held by the students were found to be different from the ones in the literature. "Electric current is stored in the generator.", "Electric current moves in the opposite direction of (-) load" and "Electric current is spent at the resistances" represent some of the misconceptions of the students. Conclusions: With the help of the concept maps, the alternative concepts in the conceptual structures of the students could also be determined. As in this study, concept maps provide the determination of alternative conceptions that were already thought to be held by the students, as well as different alternative conceptions.