  In ancient times, electricity was viewed as a spirit or soul residing in an
inanimate substance. A fluid image was introduced in an attempt to visualize
its movement. It was also an effort to concretize its nature into the realm of
physical objects as opposed to metaphysical. Eventually, a water circuit
analogy has evolved and been introduced in science and engineering textbooks,
old and new, to extend the depiction of a fluid image. However, educational
research in physics and science education has documented a number of
pedagogical issues regarding the use of this analogy. This paper outlines the
historical attempts in the concretization of a fluid image to promote History
of Science approach in teaching physics among physics teachers in first year
undergraduate and physics in-service teachers. Equally important, it discusses
the pedagogical concerns of this analogy as it relates to science teaching and
learning processes in secondary physics education. The discussions might serve
as pedagogical considerations for first year undergraduate physics instructors
that need to connect with students entering post-secondary physics courses.
