A physics equation is a mathematical symbol of the relationship between physics concepts. Although the interactions between physics and mathematics are diverse, in the context of physics teaching and learning, the mathematical aspect tends to be overemphasized. Therefore, in this study, the characteristics of science gifted students' understanding of the ontological and the epistemological meanings of physics equations were analyzed. In semantic classification according to ontological categories, students were relatively correct in classifying the state relationship, but not the interaction and causal relationship. In the classification according to the epistemological category, students were relatively correct in the classification of the empirical law, but not in the classification of a principle. In particular, the students tended to classify a physical equation corresponding to a principle as an the empirical law. Educational implications related to these findings are discussed.

Keywords: Physics equation, Ontological meaning, Epistemological meaning, Student’s understanding