<p class="Default"><em>Instruction of electricity at the elementary and middle school level as recommended by the Next Generation Science Standards (NGSS), suggests that students should develop mental models that can be applied both to the open circuits of static electrical phenomena, and to closed electric circuits. They suggest starting the instruction of electricity by presenting experiences regarding electrostatic. The threshold concepts given by them are insulator and conductor take on a new importance, and common misconceptions concerning these terms should be acknowledged. The current paper reports the results of a learning study designed to avoid common pupil</em><em>’</em><em>s misconceptions, especially regarding the insulator.</em></p>

The paper presents a case study aimed at introducing electrolysis to a group of high school students. The instructional method consisted of hands on experiences and discussions undertaken in a facility

This paper presents a comparative research between high school and college students, regarding the basic concepts of electrolysis. The importance of electrolysis as a crossroad between sciences, and as essential for understanding the causes of electricity and the influence on technology, is emphasized.The results showed a significant difference between the pre-test and the post-tests. The achievements of the college students were higher than those of the high school, however some of the difficulties observed in the high school still exist to some extent in the college. This paper argues that the history of science can be a useful and fruitful inspiration to science teaching.