前测结果表明，我国小学生的简单电路前概念包含除电流守恒模型外的各类思维

前测结果表明，我国小学生的简单电路前概念包含除电流守恒模型外的各类思维模型。如选择A、C、AC或电流方向标识为只从一根导线指向灯泡的学生认为“灯泡本身没有电，电从电池一边流向灯泡，灯泡就会亮”，属于“单极模型”。选择B、D、E及其组合，且电流方向标识为两导线中电流相向而行的学生认为“电池的两边都要产生电，两边的电流到灯泡，让灯泡发亮”，属于“碰撞模型”。选择为B、D、E及其组合，且电流方向标识为两导线中同向的学生展示出两种可能的概念模型：一种是“电从电池一边开始，经过导线传到灯泡，然后循环到电池另一边”，但未明确电是否被消耗，可称为“循环模型”；另一种是“电从电池一边流向灯泡，使灯泡发亮，然后剩下的再流回电池”，属“电流消耗模型”。此外，也有个别学生选择ABCE，认为“电从灯泡下的小黑点进入灯泡”是保证电路正常工作的重点，还有学生在循环模型的基础上进一步限定电流方向，如认为“电从正极发出，流回负极”。测试和访谈中均未就电池两侧电流大小提问，因此不能判断是否有学生前概念完全符合电流守恒模型，持循环模型观点的学生，其概念理解可能最接近电流守恒型。
数据分析显示，持“单极模型”前概念的学生约占4.60%，持“碰撞模型”前概念的学生约占22.99%，持“电流消耗模型”或“循环模型”前概念的学生约占20.69%。此外前测中有近半数的学生在对电流方向表述含糊或未作答，其前概念难以明确归类。
在另一项关于“小学科学三大能力”的调研中 ，本测试的后测题被用于调查10个城乡学校共200名五年级学生的电路电流概念，也得出相类结论：持“单极模型”观点的学生占16.00%，“碰撞模型”占50.50%，“循环模型”占33.50%。可见在经历过简单电路学习后，前概念依然普遍存在。

結果 (中文) 3:

The results of the previous test show that the simple circuit of the primary school students in our country contains all kinds of thinking models except current conservation model. Such as the choice of a, C, AC or direction of current logo is only from a wire point to lighting of the students think "lighting themselves without electricity, electric from the battery side direction lighting, lighting will be bright, belongs to the" unipolar model ". Choose B, D, e, and combinations thereof, and current direction signs for two wire current opposite students think "on both sides of the battery to generate electricity, on both sides of the current to lighting, shine lighting, which belongs to the" collision model ". Selection for B, D, E and its combination,And current direction identified as the two wires in the same direction students demonstrate two possible conceptual model: A is the electricity from the battery side began, through a wire spread to lighting, and then recycled to the cell on the other side, but not explicitly electricity is consumed, known as "circular model"; another is "electric from the battery side direction lighting, the bulb lights up, then left and then flows back into the battery, which belongs to the" current consumption model ". In addition, there are individual students choose abce, think "electric black point from the lighting into lighting" is to ensure that the focus of the normal work of the circuit, and students in the circulation model based on further define the current direction,Such as the "electricity from the cathode to anode issue". Test and an interview were not on the size of the battery on both sides of the current question, therefore cannot judge whether former student concept in full compliance with current conservation model, students holding cycle model point of view, the concept understanding as close as possible to the conservation of current type.
data analysis shows that to "unipolar model" of the concept of students accounted for about 4.60%, to "collision model" of the concept of students accounted for about 22.99%, to "current consumption model" or "cycle model" concept before students about 20.69%). In addition, nearly half of the students in the current direction of the current direction of vague or not to answer,The former concept is difficult to clearly classify.
in another research about the "ability of the three primary science. After testing the test problem is used to investigate the 10 urban and rural schools a total of 200 fifth grade students of the circuit current concepts, also came to a similar conclusion: to" unipolar model "view of students accounted for 16.0%," collision model accounted for 50.50%, the cycle model accounted for 33.5%. Can be seen in the experience of simple circuit after learning, the former concept is still widespread.