Ex) Article Title, Author, Keywords
New Phys.: Sae Mulli 2020; 70: 82-89
Published online January 31, 2020 https://doi.org/10.3938/NPSM.70.82
Copyright © New Physics: Sae Mulli.
Jiyeon KIM1, Jong Ho PARK1*,Eunju KANG2
1Department of Science Education. Chinju National University of Education, Chinju 52673, Korea
This is an open-access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/by-nc/3.0/) which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.
The purpose of this study is to determine elementary school students, except of the solar system and its relationship with scientific models. The mind maps of 60 5th graders were used to identify students' conception. After learning about the solar system, students were asked to explain the scientific model by using pictures and texts to explain what they had learned. According to the students' mind map analysis, students' concepts of the solar system were far from the core concepts covered in the curriculum and often failed to express organic structures. Students' scientific models of the solar system were shown in the order of ‘combined types,’ convergence type’, simple type’ and ‘unrelated type’. While students generally understood the important features of the solar system in science classes, they found understanding of the relative distance or size of the solar system to be difficult. The correlation analysis between students' concepts and scientific models showed a significant correlation. The concepts that students had about the solar system had a positive effect on the creation of scientific models for the solar system created after the lesson.
Keywords: Solar system, Concept correlation, Scientific model, Mind-map, Elementary school student