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Destructive Interference and Conservation of Energy: Characteristics of Gifted Students' Understanding
New Phys.: Sae Mulli 2017; 67: 1348~1361
Published online November 30, 2017;
© 2017 New Physics: Sae Mulli.

Sangwoo HA*

Gyeonggi Science High School for the Gifted, Suwon 16297, Korea
Correspondence to:
Received August 17, 2017; Revised September 18, 2017; Accepted October 10, 2017.
cc This is an open-access article distributed under the terms of the Creative Commons Attribution Non-Commercial License ( which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.
Although the wave model is one of the most important models in physics, many students have difficulty in understanding the model. Interference is one of the most important concepts for understanding the phenomena related to waves, but finding a textbook that directly explains conservation of energy and interference is difficult. In addition to that, students have difficulty in understanding conservation of energy and interference. Thus, the purpose of this study was to investigate students' understanding of energy conservation for various destructive interference situations and to obtain educational implications. In this study, we examined gifted students' responses on six problems related to destructive interference. The results showed that the students' responses could be classified into four categories; 'Energy conservation type', 'Non-energy conservation type', 'Non-experimental type', and 'Limited explanation type'. In this study, students showed a positive response to the fact that they had a chance to think directly about destructive interference and conservation of energy in various situations.
PACS numbers: 01.40.Fk
Keywords: Destructive interference, Conservation of energy, Gifted students' Understanding

April 2018, 68 (4)
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