1. 1
A STRATEGY TO DEVELOP UNDERSTANDING TO
REPRESENT ELECTRIC CIRCUIT DIAGRAMS
USING VARIOUS SYMBOLS. ‖
Action Research Report
BY
SHAIKH FARZIN
2/2/2015

2. 2
―A STRATEGY TO DEVELOP
UNDERSTANDING TO REPRESENT
ELECTRIC CIRCUIT DIAGRAMS USING
VARIOUS SYMBOLS. ‖
Action Research Report
Guide: Dr.Archana Tomar
Investigator: Shaikh Farzin
School Of Science And Education
Navrachana University
Vadodara
2014-2015
B.Ed
Certificate
This is to certify that SHAIKH FARZIN has completed action research as part of
B.Ed program entitled ―A STRATEGY TO DEVELOP UNDERSTANDING TO
REPRESENT ELECTRIC CIRCUIT DIAGRAMS USING VARIOUS SYMBOLS. ‖
She has completed it to the best of her capacities and to the best of my knowledge; this
is her original work.
Vadodara Guide: Dr.Archana Tomar
Name: Shaikh Farz

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Acknowledgment
I take this opportunity to express sincere thanks and gratitude to my guide Dr. Archana
Tomar for suggesting the work and helpful guidance during the course of present
study.
I am obliged Prof.P.V. Xavier, Head, and Department of Education for providing me an
opportunity to carry out my Action research work in Tejas Vidhyalaya.
I am also thankful to Ms. Valli. P. for their help and guidance throughout the session.
They took keen interest in my experiment and it was pleasure to work with them.
I owe special thanks to teaching and non-teaching staff of Tejas Vidhyalaya for being
kind to provide their full support during the whole work.
I am overwhelmed by the support given by my parents, my friends and all my
well-wisher, during this research work.
SHAIKH FARZIN

4. 4
Index
Sr. No. Content Page No.
1 Abstract 5
2 Introduction 5-9
3 Research setting

Methods to find problematic topic 10-12

Preparation of plans
4 Review of literature 13-14
5 Research methodology 15
6 Objectives of the study 16
7 Participants 16
8 Data collection tool 16
9 Process of data collection 16
10 Analysis of data 17
11 Research findings 20
12 Conclusion 20
13 References 20

5. 5
Abstract:
The purpose of this researchis to provide better understanding to
representelectric circuits using various symbols and for various
conditions. This has been done through variety of teaching methods like
discussion, demonstrationmethod, heuristic method, inquiry method,
remedial teaching and use of ICT Toollike showing videos and
PowerPointpresentation. Upon completion of the researchwe found
that students were facing problems because they were not able to
practically representit due to lack of practice.
Introduction:
I found that students are having difficulties in understanding technical
concepts ofelectricity viz; where to attach the different components of the
electric circuit . This is because theyhave not understood the concepts
clearly. Severalchallenges were there to find solutions for making the
concepts clear. Scienceis a dynamic, expanding body of knowledge. It is
common knowledge that exceptfew, hardly does any Science teacher
encouragesa student to go beyond the contentand concepts given in the
textbook. This is making the subject boring and dull. To overcome the
boredom & dullness of the concerned topic i. e electricity. I was supposed
to adopt a suitable methodology. Although I have to make a choice for a
method which is economicallyconvenient for me to conduct within the
classroom. So I decidedthat I will be executing some experimental
investigations with the help of some articles used frequently in our daily
lives. Also I used the technologybasedstrategyas students candevelop the
understanding about electricity by visualizing the conceptwhich would

6. 6
help them to retain the concepts in their mind. Some important concepts to
be taught to them in this context were,
� It is convenient to represent electric components by symbols. Using
these,
an electric circuit canbe representedby a circuit diagram.
� When an electric current flows through a wire, the wire gets heated. It is
the heating effect of current. This effecthas many applications.
� Wires made from some specialmaterials melt quickly and break when
large electric currents are passedthrough them. These materials are
used for making electric fuses which prevent fires and damage to electric
appliances.
� When an electric current flows through a wire, it behaves like a magnet.
� A current carrying coil of an insulated wire wrapped around a piece of
iron is calledan electromagnet.
� Electromagnets are usedin many devices.
Now the question arises is why student of sevenstandards don’t know this
ground level basics? Is problem lies in teaching methods adopted by
previous teachers? Is teachernot able to deliver the information
effectively? Is there lack of interest from students or from teacher? Oris
the contenttoo high as per the age level?
To be clearer, some researchhas been done to know whether there is any
difference betweenIndian education curriculum and international
curriculum or not. This researchwas able to answerthe question : ―Is
really this content too high for sevenstandard children?‖ And
surprisingly we found that in Indian curriculum the most of the content
that is included in seven standard, that in international curriculum were
taught in fifth standard only.
Basedon some backgroundliterature, three possible reasons canbe

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suggestedthat might be making this contentdifficult. First, it’s hard
because ofnature of discipline- its characteristic,how it relates to other
field, how it is studied. Second, the ways the content is taught can make it
difficult. And finally, what student students bring to learning the content,
including prerequisite backgroundknowledge, relevantexperiences,
attitude about learning in generaland beliefs about themselves as learners,
can make learning something difficult.
After finding the diseases,now it’s the turn of the remedy: what helps
students overcome the difficult aspects oflearning this content? How
can I make this contenteasyto students? How can I make this content
interesting so that it engagesstudent’s brain?
There are various teaching methods that can be used by prior researchers
like discussionmethod, demonstration method, project-basedmethod,
heuristic method, inquiry method, remedial teaching method, ICT
learning etc. Evidence from a number of disciplines suggests thatoral
presentations to large groups of passive students contribute very little to
real learning. In physics, standard lectures do not help most students
develop conceptualunderstanding of fundamental processesin electricity
and in mechanics (Arons, 1983;McDermottand Shaffer, 1992;
McDermottet al., 1994).
Although many of the methods mentioned in above are consistentwith
what experts know about how students learn, they may not be welcomed
by all of the students in a class. There are severalways to help students
make the transition from passive listeners to active participants in their
own learning (Orzechowksi, 1995)

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Becausethe compositions oftoday’s classroomare arguably the most
diverse as they ever have been, either choice ofdifficulty leaves a number
of students disengagedwith the lessonpresented. In his ground-breaking
work on flow, researcherMihaly Csikszentmhalyidescribedflow state in
the following graphic Figure1 (Hunicke & Chapman, 2005). Froma
pedagogicalperspective, whenthe challenge of the assignedtask is higher
than the skilllevel of the student, the student will experience increased
levels of frustration and ultimately disengagement. Conversely, if a
student’s assignedwork is substantially below his or her ability, boredom
and again, disengagementwill occur.
A researchprojecttitled ―What Did You Do in SchoolToday?‖ examined
the engagementlevels of Canadian secondarystudents. The central
premise of the researchconductedwas that student engagementis key to
greaterachievementin their education and that all students need to receive
effective and intellectually challenging materials to complete in the
classroom(Levin, 2010). The study found that overall levels of socialand
academic engagementin secondaryschoolsare low, and levels of student
engagementdecline steadily throughout middle and secondaryschool
grades and that many students had a low levels of interest and generally

9. 9
were unsure of the relevance of assignedschoolwork in language arts and
mathematics (Willms, Friesen& Milton, 2009). While many of us in
educationstate that we want students to become lifelong learners, the lack
of engagementfound in today’s high schoolstudents is alarming.

10. 10
Research setting:
Method to find out problematic topics
I implemented survey method to identify the difficult topics which need action research
to be done. I circulate a form in the class where they have to write difficult chapter and
the specific topic of that chapter. Students had different opinion. I got 4 majority topics
in which they find most difficult. Around 80% students mentioned the topic as
representation of electrical circuits (using various symbols). So finally with help of
consensus the topic was decided.
Then the question was in electric current and its effects what the difficult part was.
Each student one by one was askedabout the difficulty in chapter so majority of them
had difficulty in representing or expressing circuit diagram for various conditions
given.
The experimental investigations involved the students to perform the activity & to find
the result for the investigation on their own without traditional method of teacher
centered teaching. To promote a better understanding amongst the students such hands
on experimental investigation is effective which made me use & implement this method.
Also questionnaire were used to measure the knowledge & attitude of learners.
The experimental investigation on electricity ( electric circuit diagrams emphasised
more on symbols ) comprised of following: The requisition of the investigation will be
brought up by students itself on prior announcement of the teacher. Teacher will ask
the group of students so formed to perform the experimental investigations.
Preparationof plan
Finally the floor plan was prepared from my end as follows-:
I will first clear the basics about light through remedial teaching method and
demonstration method. Then I had made them perform the following activity in class.

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TITLE: DEMONSTRATION OF ELECTRIC CIRCUIT DIAGRAMS
1. Hands on experiment on how to make the circuit diagrams
You will need: A bulb, wire, cell or a battery, switch , conductors and insulators
What to do:
1. Join all the components correctly.
2. Observe the bulb when switch is on and when switch is off.
3. Draw the same circuit on paper using symbols of the same .
Then the next step that I had taken was to provide them with a pamphlet consisting of
various symbols used for different electric components which was as follow:

12. 12
Circuit Components Table:
Then I took viva of students and found that just merely showing teaching aids and
experiments does not ensure understanding and remembering. So I decided to show
them a PowerPoint presentation and a video explaining how electric circuits works and
the flow of current in the circuit with its direction.
SHOWN VIDEO ON WORKING OF ELECTRIC CIRCUIT DIAGRAMS, HOW THE
CURRENT FLOWS. ( TECHNOLOGY BASED )
Instrument –laptop and a projector
You will need: 1-2 Videos on working of circuit diagrams for better understanding.
What to do:
1. Set the video on the projector and make the students sit quietly so that they can
view the video with full concentration

13. 13
Review of r.elated literature:
Literature-1
Title: THE IMPACT OF REMEDIAL TEACHING ON IMPROVING
THE COMPETENCIES OF LOW ACHIEVERS
Author Information: POONGOTHAI SELVARAJAN*; THIYAGARAJAH
VASANTHAGUMAR**
*Senior Lecturer, Faculty of Business Studies, Vavuniya Campus of the University
of Jaffna, Vavuniya, Sri Lanka. **Senior Field Assistant, Field Office/ UNHCR,
Kilinochchi, Sri Lanka. ISSN 2277 3630, 2012,Vol.1 Issue 9.
www.indianresearchjournals.com 49
About Publication: International Journal of Social Science &
Interdisciplinary ResearchVol.1 Issue 9, September 2012, ISSN 2277 3630,
This research study aimed at identifying the impact of remedial teaching on improving
the competencies oflow achieving students in Mannar district of Sri Lanka. For this
purpose, ninety seven students from rural and urban area were selected from four
different schools in Mannar Education Zone. The selection ofthe primary grade is
decided to ensure the effectiveness ofthe program in primary education.
Objectives of this program are to investigate the reasons for the low achievement
of students in this zone, to assess the effectiveness of the remedial teaching and to
recommend possible actions to be carried out for improvement. The data were
collected by interviewing relevant authorities and from the secondary records.
Findings show that the socio economic condition of the family and physical and
psycho social status of the student cause low achievement.
The implemented remedial program proved to be effective with recovering ninety four
percentages of students in Tamil Language and ninety three percentages of students in
Mathematics. Continuous capacity development of teachers on concept and skills of
remedial teaching and strengthening the Referral mechanism to find solution for the
socio economic and psycho social reasons to ensure the sustainability of the recovery
are strongly recommended.

14. 14
Literature-2
Title: Implication of Technology in the Classroom
About the author: Jeff Brown, S. Ojara, G. Kimbugwe, A. P. Adrawa, December 8,2010
The author talks about impact of technology on brain and how it helps in learning. The
first area of research investigated will be the impact that technology use has on the
brain. In order to cope in the often-overwhelming online environment, we have adopted
strategies of multi-tasking and power skimming to process such a high flow of
information. A recent series of articles in the New York Times discussing the impacts
that multi-tasking while using technology has on the physiological operations of the
brain gives us a glimpse of what impact these choices have on brain function. Scientists
have found that multitasking while on Internet connected devices undermines our
ability to focus (Richtel, 2010) because we are consistently bombarded with new emails,
Facebook updates, and Twitter posts.
According to the research done by Jeff Brown:-
54% of 21st century kids start using mobile devices when they are 5 to 8 years old.
30% of the apps on parents’ mobile are downloaded specially for their children’s usage.
77% of the parents accept that usage of tablet increases children’s learning & creativity.
72% of iTunes top selling apps are designed for pre-schoolers and elementary students.
By observing these statistics, we can easily estimate how greatly technology influences
elementary education. Educational Technology includes all the approaches of
technology that are utilized to enhance learning. The axiom ―beauty is in the eye of
the beholder‖ applies to technology use in the schools.

15. 15
Research Methodology:
Date Action
1/02/15 Screening interview and survey
2/02/15 Finalization of title for the study
2/02/15 Discussion with mentor related to planning of strategies
03/02/15 Pre-test (orally done in class in students notebooks)
04/02/15 Strategy implementation
04/02/15 Strengthen the Strategy implementation
05/02/15 Post-test
06/02/15 to 10/02/15 Analysis of data collected and Report documentation
During these research period, we have tried demonstration method, remedial teaching
and ICT learning. Behind choosing above method, our main aim was to make the
content so easy and effective to the participants that they no more have any
difficulties regarding to this chapter.
Demonstration of certain experiment like formation of electric circuit on my own in
front of them using conducting wires, bulb and battery. Given them a pamphlet
consisting a table consisting of various symbols used foe electrical components. Shown
them an activity to show flow of electric current. Taught them heating and lightening
effect of electric current using the teaching aids made in class(circuit). Video was also
shown to enhance their understanding related to the concept.
To be more effective we take the help of technology by showing PowerPoint
presentation and video that make eternal impression on student’s brain.

16. 16
Objectives of the study:

To use different approach to make the topic easy for students to
understand. 


To find out whether new strategy to teach students works or not. 


To find out effectiveness of integrating science with technology and
use of visual aid in gaining students attention towards topic.


To make class interesting and topic attractive with participation of
all students 


To access the difficulties that come across while conducting such
studies 


To find out the reasons if strategyfails and corrective actions to
be taken in future 


To enable students to have conceptual understanding on Light,
Mirror and lenses. 
Participants:
Sample- Students of class VII A Tejas Vidhyalaya.
Instructors and – Teacher (Shaikh Farzin)
Evident by Ms. Valli P
Data collection tools:
We have taken oral interviews as well as a Survey. Interview and survey was taken to
find difficult area in their preferred topic. We have also taken oral conventional class
test as Pre-test to know their level of difficulties and to find their misconception about
the topic. At the end Post-test has been conducted to confirm their understanding
after applying appropriate strategies.
Process of data collection:
The first phase of the project involves a screening interview of students that has been
done through survey form and also through oral discussion in the class. Further to be
more specific a pre-test of 25 minutes has been conducted. After strategizing and

17. 17
implementing appropriate solution a post-test has been conducted to determine success
or failure of actions.
Analysis of Data:
Analysis of survey:-
Taken to analyze difficult topic that student want to learn again. Results says 80% of
students have difficulty in electric current and its effects chapter, about 12% have
trouble in Acid and Base chapter, 7% in Reproduction and 1% of students are
facing problem in motion chapter. This result clearly indicate the most problematic
chapter that students wants to learn again.
PREFFERED TOPICSFROM STUDENTS
1%
7%
12%
ELECTRIC CURRENTS
AND ITS EFFECTS
ACID AND BASE
REPRODUCTION
MOTION
80%

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Analysis of Pre-test:-
Targeted to find their difficulty level and to check their previous knowledge about basic
concept of electricity and its effects. The test was conducted which of 25 marks. The
analysis of resulting data indicates 57% of participants got marks below 10 and rest
43% of participants got marks between 10 to 15. This shows there is great fallacy lies in
their basic concepts that has to be reflected.
NumberOfStudents
20
18
16
14
12
10
NO. OF STUDENTS8
6
4
2
0
> 5 05 to 10 10 to 15 15 to 20 20 to 25
Obtained Marks

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Analysis of Post-test:-
Aimed to endorse their understanding about the targeted topic after conducting
appropriate experiments. The results clearly shows 78% of participants acquired
marks between 10 to 25 and only 22% of participants got marks below 10. This
indicates success of planned strategies for this particular task.
NumberOfStudents
20
18
16
14
12
10
8
6
4
2
0
>5 05 to 10 10 to 15 15 to 20 20 to 25
Obtained Marks
NO. OF STUDENTS

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Research findings:

After action is taken 78% of students in class score more than 50% in the
test, i.e. maximum numbers of students have concept clarity.


Students score more in post-test as compared to pre test.



Only 26% students were able to draw the ray diagrams , but after action is taken i.e.
when students are made to sit and draw on paper in class and it is related


with puzzle then 89% students draw and label the ray diagram.



86% of students were able to explain the use of a particular mirror or lrns in a
particular instrument. So collectively it is found that majority had improvement


in performance after action plan was implemented

Conclusion:
Children remember the concept of circuit formation using various symbols for electric
components; the technology helped me to make them remember diagrams. Remedial
teaching and demonstration method plays a key role in the whole study. Showing video
to children helped a lot to make them understand the chapter. Use of Teaching aids
was fruitful.
Bibliography and Resources:-
1. J. Brown, S. Ojara, G. Kimbugwe, A. P. Adrawa, Implication of Technology in
the Classroom, December 8,2010
2. P. Selvarajan, T. Vasanthagumar, THE IMPACT OF REMEDIAL TEACHINGON
IMPROVING THE COMPETENCIES OF LOW ACHIEVERS, ISSN 2277 3630,
2012,Vol.1 Issue 9.
3. A Daly, L Grant and K Bultitude (2009) Engaging girls in physics: lessons
from teachers’ action research and professional development in England
Proceedings of the European Science Education ResearchAssociation’s
Annual Conference 31 August – 4 September 2009, Istanbul, Turkey
www.esera2009.org/fulltextpaper.asp. Department for Children, Schools and
Families

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Copy Of The Post-Test
NAME_____________________________________ MARKS - 25
ROLL NO._________________________________ TIME – 30 MIN.
Topic: Electricity
FILL IN THE BLANKS.
Q1: A device that is used to break an electric circuit is called
Q2- An electric cell has terminals .
Q3- The electric energy which is supplied in our home comes from electric houses
Q4 – Rubber is a good example of electric
Q5- If the filament of a bulb breaks , it is said to be .
MARK TRUE OR FALSE
Q1: Electric current flows through metals ( )
Q2 : Instead of metal wire , a jute string can be used to make a circuit ( )
Q3: An electric bulb has one terminal ( )
Q4: When current flows through a circuit , the circuit is called open circuit ( )
Q5: Electric current can pass through the sheet of thermocol ( )
ANSWER THE FOLLOWING
Q. Explain why the bulb would not glow in the arrangement where in place of conductor or
insulator is screw driver in the fig .

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Q. Draw an electric circuit diagram using symbols of the objects used . ( both open and close)
Q. What are the components of an electric circuit ?
Q. Draw symbols used in a circuit for: (1) a battery of four cells. (2) a switch (3) a lamp.
. Draw a circuit diagram with two resistors: (1) Parallel connection.
(2) Series connection