Diagnóstico das dificuldades de aprendizagem do conceito da corrente eléctrica contínua em circuitos eléctricos Simples

Abstract

This research aims to investigate the learning difficulties related to the concept of direct electric current in simple electrical circuits, a relevant theme in the context of Physics Education. The study was carried out with 10th grade students from Magoanine C Secondary School, located in Maputo, and adopted a mixed approach, that is, both quantitative and qualitative, through the use of questionnaires and interviews conducted before and after the didactic intervention. The intervention consisted of a practical experiment using easily accessible materials, involving the assembly of series, parallel, and mixed electrical circuits. The data obtained demonstrated significant progress in the understanding of the concept after the intervention. Following the experimental activity, students were able to reformulate their initial ideas and began to provide justifications more consistent with the scientific model, increasing the percentage of correct answers from 28% in the pre-test to 51% in the post-test. Data triangulation confirmed that practical activities, when well conducted, help in overcoming alternative conceptions and consolidating knowledge. It is concluded that the use of simple and accessible experiments is an effective strategy to improve the teaching of fundamental concepts in Physics, making learning more concrete, active, and contextualized