MODELING AND HIGH SCHOOL STUDENTS' CONCEPTIONS OF ELECTRICAL CONDUCTION : DIDACTIC CHALLENGES AND EPISTEMOLOGICAL OBSTACLES IN THE EDUCATIONAL CONTEXT OF MBANDAKA, DEMOCRATIC REPUBLIC OF THE CONGO (DRC)

Authors

  • Jethy BONKONO NGOY Institut Supérieur pédagogique de Mbandaka Author
  • Crépin MUNGUNZA IZOKOBANA Higher Pedagogical Institute of Mbandaka (ISP/Mbandaka) Author
  • Prince BOMBILO BOMPEMA Higher Pedagogical Institute of Mbandaka (ISP/Mbandaka) Author
  • Joseph BOSENGA MOBONGO Higher Pedagogical Institute of Mbandaka (ISP/Mbandaka) Author
  • Romulus MBONGO MBOYO Higher Pedagogical Institute of Mbandaka (ISP/Mbandaka) Author
  • Edouard KONZI PANISE SIAMO Higher Pedagogical Institute of Mbandaka (ISP/Mbandaka) Author

DOI:

https://doi.org/10.61841/v4dxrf51

Keywords:

Electrokinetics, electrical conduction, physics education, conceptual change, substantialist obstacle

Abstract

This diagnostic study evaluates the impact of traditional instruction on conceptual change regarding electrical conduction (in metals and electrolytes) among N = 192 11th-grade science students in Mbandaka (DRC). Employing a pre-test/post-test quasi-experimental design during the 2025–2026 academic year, the research investigates the resilience of naive conceptions given the constraints of purely verbalistic, lab-deprived teaching. Pre-test results reveal a marked predominance of the substantialist obstacle, in which current is conceptualized as a continuous fluid or a material substance. At post-test, although a statistically significant improvement was observed (Z = -6.842, p < 0.001), the overall mean score remained modest (2.35 out of 6), demonstrating the tenacity of initial representations. The analysis highlights an overgeneralization of the electron model to liquid solutions, hindering the understanding of ionic migration. Furthermore, the Mann-Whitney U test showed no statistically significant performance difference by gender (U = 4046.00, p = 0.318). The study concludes that transmissive pedagogy is ineffective in deconstructing the substantialist obstacle and advocates for integrating low-cost, hands-on experimentation coupled with socio-cognitive conflict.

References

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Published

2026-08-21

Issue

Vol. 12 No. 4 (2026): International Journal of Advance Research in Education & Literature (ISSN 2208-2441)

Section

Articles

License

Copyright (c) 2026 Jethy BONKONO NGOY, Crépin MUNGUNZA IZOKOBANA, Prince BOMBILO BOMPEMA, Joseph BOSENGA MOBONGO, Romulus MBONGO MBOYO, Edouard KONZI PANISE SIAMO (Author)

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How to Cite

MODELING AND HIGH SCHOOL STUDENTS’ CONCEPTIONS OF ELECTRICAL CONDUCTION : DIDACTIC CHALLENGES AND EPISTEMOLOGICAL OBSTACLES IN THE EDUCATIONAL CONTEXT OF MBANDAKA, DEMOCRATIC REPUBLIC OF THE CONGO (DRC) (J. BONKONO NGOY, C. M. IZOKOBANA, P. B. BOMPEMA, J. B. MOBONGO, R. M. MBOYO, & E. K. P. SIAMO, Trans.). (2026). International Journal of Advance Research in Education & Literature (ISSN 2208-2441), 12(4), 49-54. https://doi.org/10.61841/v4dxrf51