Ex) Article Title, Author, Keywords
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.
Jiseon KIM1,2, Hyejung KWAK2, Jung Bog KIM2*
1Ilgok Elementary School, Gwangju, Korea
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