Simple Circuits Curriculum

Introduction

Overview

This curriculum module consists of a set of lessons that are to be infused into a broader unit on simple electrical circuits. The lessons are designed to address a set of persistent misunderstandings that students have when learning about simple circuits. These misunderstandings stem from how students reason about the nature of causality.

The lessons address persistent and problematic linear and sequential models that students typically use to reason about simple circuits. The module is designed to move students away from these linear and sequential models towards more complex models that better explain the way circuits work. Two models (each with an underlying causality that is different from the linear model) are introduced and used to reason about topics such as why the bulb in a simple circuit lights, series and parallel circuits, and Ohm's Law. Background information is given to help teachers understand typical misunderstandings and how each shows up in students' reasoning about simple circuits. Each lesson includes subject matter goals and more general goals about the nature of cause and effect. The module is designed for middle school, but can be adjusted for use with younger and older students. Teaching about static electricity is recommended before teaching about electrical circuits. Understanding electrical charge helps prepare students for understanding electrical circuits.

Each lesson consists of a set of steps. Analyze Thinking is typically the first step. It asks students to reflect on their current ideas because these ideas can be resistant to change if they are not addressed. Next, students are asked to Explore Outcomes by gathering data towards future model revision, or to RECAST Thinking by completing an activity or discussion designed to REveal CAusal STructure or help students RECAST their understandings so that they fit with the causal patterns that scientists use. The Explore Causality step engages students in explicit conversation about the nature of the causality involved in the specific phenomenon under consideration. Finally, the Review, Extend, Apply step asks students to assess their understanding and to connect the knowledge beyond the original learning context. The steps are used in lessons as needed. Not all lessons have all steps.

The curriculum is designed around best practices in science education. Lessons involve students in inquiry-based activities that ask them to observe and construct understandings. Lessons typically begin by getting students to examine their current beliefs and accommodate the fact that students' ideas will evolve during the course of the unit. Student discussion is a central activity, and teachers are encouraged to create an environment where students are comfortable sharing their ideas and where they realize that science involves revising ideas to come up with ones that best explain the phenomena in question.