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In ancient times, electricity was viewed as a spirit or soul residing in aninanimate substance. A fluid image was introduced in an attempt to visualizeits movement. It was also an effort to concretize its nature into the realm ofphysical objects as opposed to metaphysical. Eventually, a water circuitanalogy has evolved and been introduced in science and engineering textbooks,old and new, to extend the depiction of a fluid image. However, educationalresearch in physics and science education has documented a number ofpedagogical issues regarding the use of this analogy. This paper outlines thehistorical attempts in the concretization of a fluid image to promote Historyof Science approach in teaching physics among physics teachers in first yearundergraduate and physics in-service teachers. Equally important, it discussesthe pedagogical concerns of this analogy as it relates to science teaching andlearning processes in secondary physics education. The discussions might serveas pedagogical considerations for first year undergraduate physics instructorsthat need to connect with students entering post-secondary physics courses.

Electric fluid to electric current: The problematic attempts of abstraction to concretization