In this paper the results of a systematic investigation into university students’ misunderstandings of d.c. simple circuit operations are reported. These results provide evidence of various misconceptions present before and after the teaching at university level of the topics on d.c. circuits: a battery as a source of constant current; the wrong interpretation of the junctional relation expressed by Ohm's law; power dissipated; resistors in parallel. In conclusion, a brief comment is made on the need to make university teachers aware of these results and on the many difficulties encountered in such an attempt.
RIASSUNTO In questo lavoro sono riportati i risultati di una indagine sistematica su comuni forme di ragionamento (errate) che studenti universitari manifestano sul fitn-zionamento di semplici circuiti elettrici. I concetti su cui é stata focalizzata I'attenzione e che sono presenti non solo prima ma anche dopo I'insegnamento a livello universitario sono: la batteria come sorgente di corrente costante, I'errata interpretazione delle relazioni funzionali relative alla legge di Ohm e alia potenza dissipata in un circuito, il collegamento di resistenze in parallelo. Segue, infine, un breve commento sulla necessityá di rendere consapevoli i docenti universitari di tali risultati e delle difficolta incontrate in tale tentativo. 相似文献
This article draws on Martha Nussbaum's distinction between basic, internal, and external (or combined) capacities to better specify possible locations for children's ‘incapacity’ for autonomy. I then examine Maria Montessori's work on what she calls ‘normalization’, which involves a release of children's capacities for autonomy and self‐governance made possible by being provided with the right kind of environment. Using Montessori, I argue that, in contrast to many ordinary and philosophical assumptions, children's incapacities for autonomy are best understood as consequences of an absence of external conditions necessary for children to exercise capacities they already have internally, rather than intrinsic limitations based on their stage of life. In a closing section, I show how Montessori proposes a model wherein both children and adults have autonomy, power, and responsibility, but over different spheres, and suggest implications of these differences for who has responsibility for establishing the conditions under which children can flourish. 相似文献