Elementary Electric Theory Tamecia Jones 25 Feb 04 LDT229C Winter

what A multi-medium museum exhibit that uses mental models to illustrate electrical circuit theory to elementary and middle school students

why Students have difficulty understanding pathways and relationships in circuits Multiple representations of circuits exist Students are less likely to be able to demonstrate understanding when circuits are in various representations Children are able to play with toys which follow electrical properties without understanding the underlying theory The opportunity to integrate learning into the play exists if appropriate models are used

how By using familiar cultural and physical models, abstraction of circuit theory can be minimized Integrating multiple forms of representations of the concepts should support and facilitate transfer from physical representations to symbolic representations Using toys and multiple media in a combination will allow learners to engage in multi-sensory learning and increase engagement, motivation, and creativity

Form options Physical model Simulation with or without sensors Interactive Connected to on-screen simulation Simulation projection onto physical model directing activity of physical model Simultaneous multiple representations Transparent x-ray view projected or drawn onto physical model

gut challenges Limited attention time: Museum exhibits have a user time of 7-20 minutes Is the metaphor so strong that it could impede transfer between representations? Level on hands-on may determine level of flexibility of exhibit

research A Study of the Effect of Sensorimotor Experiences on the Retention and Application of Two Fundamental Physics Ideas Conceptual Understandings Resulting from Interactive Science Exhibits Hands-On Current Electricity: A Professional Development Course

First prototype – racetrack/city

Next Observation of users with electrical components