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Causal Patterns in Simple Circuits Introduction
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1 Andersson, B. (1986). The experiential gestalt of causation: A common core to pupils' preconceptions in science. European Journal of Science Education, (8)2, 155-171.
Barbas, A. & Psillos, D. (1997). Causal reasoning as a base for advancing a systemic approach to simple electrical circuits. Research in Science Education, 27(3), 445-459.
2 Dupin, J.J. & Johsua, S. (1987). Conceptions of French pupils concerning electric circuits: Structure and evolution. Journal of Research in Science Teaching, 24(9), 791-806.
3 Andersson, B. & Karrqvist, C., (1979). Electric Circuits, EKNA Report No. 2, Gotesberg University, Molndal, Sweden.
Fredette, N. & Lochhead, J. (1980). Student conceptions of simple circuits. The Physics Teacher, 18, 194-198.
Osborne, R. & Gilbert, J.K. (1980). A method for investigating concept understanding in science. European Journal of Science Education, 2(3), 311-321.
Tiberghien, A. & Delacotte, G. (1976). Manipulations et representations de circuits electrique simples chez les infants de 7 a 12 ans. Revue Francais de Pedagogie, 34.
4 Grotzer, T.A. (1993). Children's understanding of complex causal relationships in natural systems. Unpublished doctoral dissertation. Cambridge, MA: Harvard University.
5 Osborne, R. (1983). Towards modifying children's ideas about electric current. Research in Science and Technological Education, (1)1, 73-82.
6 Closset, J. L. (1983). Sequential reasoning in electricity. In Research on Physics Education. Proceedings of the First International Workshop. June 26 to July 13, La Londes Les Maures, France, Editions du Centre National de Recherche Scientifique, Paris, (1984) pp. 313-19.
Shipstone, D. M. (1984). A study of childrens' understanding of electricity in simple DC circuits. European Journal of Science Education, (6)2, 185-198.
7 Picciarelli, V., Di Gennaro, M., Stella, R., & Conte, E. (1991). European Journal of Engineering Education, (16)1, 41-56.
8 Observation made by Eric Buchovecky, a participating teacher in the development of the Understandings of Consequence modules.
9 White, B. (1993). Intermediate causal models: A missing link for successful science education. Cognition and Instruction, 10(1), 1-100.
10 There is an unnoticeable delay of less than a nanosecond as the circuit gets up to a steady state (where the circuit has different concentrations of electrons, resulting in flow).
11 Ideas from Eric Buchovecky.