Open Daily: 10am - 10pm | Alley door pickup 10am - 7pm 3038 Hennepin Ave Minneapolis, MN
612-822-4611

  • Open Daily: 10am - 10pm
    Alley-side Pickup: 10am - 7pm

    3038 Hennepin Ave Minneapolis, MN
    612-822-4611

Open Daily: 10am - 10pm | Alley-side Pickup: 10am - 7pm
3038 Hennepin Ave Minneapolis, MN
612-822-4611
Talking Circuits: The Development and Assessment of a Digitally-Scaffolded, Collaborative Method for Teaching and Learning Electrical Circuits in Earl

Talking Circuits: The Development and Assessment of a Digitally-Scaffolded, Collaborative Method for Teaching and Learning Electrical Circuits in Earl

Weatherby, Thomas Sean

Paperback

Series: Studien Zum Physik- Und Chemielernen, Book 394

General ComputersGeneral EducationPhysics

Currently unavailable to order

ISBN10: 3832560084
ISBN13: 9783832560089
Publisher: Logos Verlag Berlin
Published: Nov 10 2025
Pages: 327
Weight: 0.88
Height: 0.81 Width: 5.71 Depth: 8.01
Language: English
Learning about electric circuits demands abstract thinking, new vocabulary and using concepts that contrast with learners' prior knowledge. Drawing on helpful ideas from everyday experiences with pressure, such as bike tyres and balloons, and evidence from cognitive science, I present an accessible approach using the electron gas model for the first time in English. Building on the design principles of digital tools and collaborative learning, I designed a tablet-based system to scaffold small-group talk to foster conceptual change: Talking Circuits. This prompting tool enabled real-time assessment of student-student talk, so that lengthy and expensive collaborative learning interventions could be more easily implemented. In a comparative study of 228 learners, aged 12 to 14, I compared two conditions taught using the electron gas model: one using standard classroom materials and the second adding the Talking Circuits application. Concept knowledge and motivation were measured in pre- and post-tests. Results show no significant changes in learning outcomes. The only statistically significant, albeit small, changes were reductions in perceived competence. This tentatively points to the need for longer implementation timeframes and teacher professional development. Learning electricity is demanding; conceptual change likely needs more time than typical British timetables allow.

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