Increasing students' conceptual understanding of alternating current (AC) circuits: An application of Licht's model

Abstract

The complexity of AC circuit concepts warrants the application of an instructional method that presents the concept in an iterative manner. This is aimed at helping students appreciate the changing nature of alternating current while learning about the discrete function of electrical quantities and circuit components. The dynamic nature of alternating current and student's lack of pre-conceived notions about electricity makes this task of teaching and learning immensely difficult. This difficulty can be attributed to students' inability to link AC circuit phenomena to everyday practices or experiences. Students tend to think of the science and science learning in a concrete sequential manner. Consequently, students have a tendency to rely heavily on concrete concepts with which the abstract nature of AC circuits does not easily comply. As a result, improper instructional approaches to complex concepts such as AC circuits causes deeply rooted misconceptions when students attempt to assimilate the new knowledge of AC circuits with their previously taught direct current (DC) circuit framework. In order to increase students understanding of AC concepts, a new approach to instruction and course delivery is required in which AC circuits are taught as an entirely new concept while appealing to students' inductive and deductive reasoning ability. Using a five step model [1] which includes 1) using a phenomenological overview, 2) a macroscopic qualitative approach 3) a microscopic approach 4) a macroscopic quantitative approach and 5) a microscopic qualitative approach, this paper suggests the redesign of electrical courses aimed at increasing students' conceptual understanding about AC circuits. This work will not only provide information on a holistic approach to delivering and teaching AC circuit concepts but will also provide an alternative framework that can be applied to teaching other complex scientific concepts. © American Society for Engineering Education, 2014.