MJS14-3

The presence of misconceptions about electricity among students can hinder learning it, more so if the science teachers themselves have these misconceptions. This study aimed to determine the most common misconceptions about electricity among students and science teachers to shed light on this problem. The study utilized a descriptive research design involving the administration of the Simple Electric Circuit Diagnostic Test (SECDT), a written test to survey the students and teachers’ misconceptions about electricity, and a semi structured interview of students to confirm the results of this test. Based on the results, students and science teachers share some common models of misconceptions about electricity like the clashing current, shared current, current flow as water flow, short circuit, and local reasoning models. In addition, the paper found out that students and science teachers manifested a lack of knowledge on many SECDT items. Results of the interview confirmed consistency in the answers of the students in the test. The researchers recommend using different strategies to improve the students’ and teachers’ conceptual understanding of electricity to address these misconceptions and lack of knowledge.