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Part 1 of this paper (Cheng and Shipstone, International Journal of Science Education, 2003) described a new approach to the teaching of electric circuit theory using box and AVOW diagrams and discussed the potential of the diagrams for supporting learning and problem solving. This, second paper presents the results of preliminary trials which suggest that the programme devised helped UK Year 12 (A-level) learners to develop useful concepts of current and voltage, acquire a more integrated understanding of circuit behavior and overcome their tendencies towards localized and sequential reasoning. In addition the approach provided learners with a valuable aid for problem solving. The programme had quite broad appeal amongst learners and has earned the approval of teachers who have used it. [ABSTRACT FROM AUTHOR]

A new approach to the teaching of electricity is described that uses box and AVOW diagrams, novel representations of the properties of the electric circuit which portray current, voltage, resistance and power. The diagrams have been developed as aids to learning, understanding and problem solving. They also have the potential to promote conceptual change by challenging a number of commonly held misconceptions. The diagrams have been incorporated into A-level teaching materials on d.c. circuit theory and the rationale for this approach is contrasted with a number of strategies that have previously been reported. Part 2 of this paper (Cheng and Shipstone, International Journal of Science Education, in press) will present the results of preliminary school-based trials. [ABSTRACT FROM AUTHOR]