npsm 새물리 New Physics : Sae Mulli

pISSN 0374-4914 eISSN 2289-0041
Qrcode

Article

Research Paper

New Phys.: Sae Mulli 2021; 71: 364-382

Published online April 30, 2021 https://doi.org/10.3938/NPSM.71.364

Copyright © New Physics: Sae Mulli.

Conceptual Changes of Elementary Science-gifted Students Through Analogy Between the Current in an Electric Circuit and Mechanical Motion

Jiseon KIM1,2, Hyejung KWAK2, Jung Bog KIM2*

1Ilgok Elementary School, Gwangju, Korea

2Department of Physics Education, Korea National University of Education, Cheongju, Korea

Correspondence to:jbkim@knue.ac.kr

Received: April 2, 2020; Revised: November 10, 2020; Accepted: November 10, 2020

Abstract

The purpose of this study was to analyze the conceptual changes, as related to electric current of elementary science-gifted students through analogy between the motion of charge and mechanical motion in gravity. This study developed an analogy considering reasoning for the motion of charge to help students understand the reason charge moves in an electrical circuit, the reason a bulb lights up, and the factors influencing the speed of charge. As a result of this research, the average Hake-gain for each of the 6 categories was 0.92, and that fot all students was a high of 0.94, The analogy between the reasoning for the motion of charge and mechanucal motion in gravity was confirme to be a highly effective teaching approach for changing the misconceptions of elementary gifted students about electric current to more scientific concepts. Especially, students who discovered the fact that while particles (charges) are passing through a light bulb, particles go faster, hit an obstacle, and slow down repeatedly, understood that the speed of particles before and after passing through the light bulb was the same, so the current consumption model and the sequential consumption model were changed to a scientific model.

Keywords: Elementary science-gifted students, Conceptual changes, Electric circuit, Analogy