Advanced SearchSearch Tips
Conceptual Change via Instruction based on PhET Simulation Visualizing Flow of Electric Charge for Science Gifted Students in Elementary School
facebook(new window)  Pirnt(new window) E-mail(new window) Excel Download
 Title & Authors
Conceptual Change via Instruction based on PhET Simulation Visualizing Flow of Electric Charge for Science Gifted Students in Elementary School
Lee, Jiwon; Shin, Eun-Jin; Kim, Jung Bog;
  PDF(new window)
Even after learning electric current, elementary school students have various non-scientific conceptions and difficulties. Because flow of charge is not visible. Also elementary school students do not learn theory but phenomena, so they cannot transfer theoretical perspective to new situation. In this research, we have designed instruction based on PhET simulation visualizing flow of electric charge and applied it to 37 science-gifted students in elementary school for measuring conceptual understanding. As a result, six out of the seven Hake gains of question set are high gain and just one is middle gain because the students have understood the flow pattern of the charge through circuit elements such as light bulbs, wire, as well as battery with PhET simulation and it gives a chance to create various questions spontaneously about electric current. Also they become able to do spontaneous mental simulation without PhET simulation about flow of charges. This research, suggest that developed materials using PhET simulation could be used as not only program for gifted students in elementary school, but also the electrical circuit section in an elementary science curriculum.
PhET simulation;flow of charge;current concept;gifted education in elementary school;
 Cited by
Grade Elementary School Students, Journal of the Korean Chemical Society, 2016, 60, 6, 415  crossref(new windwow)
Afra, N. C., Osta, I. & Zoubeir, W.(2009). Students' alternative conceptions about electricity and effect of inquiry- based teaching strategies. International Journal of Science and Mathematics Education, 7(1), 103-132. crossref(new window)

Engelhardt, P. V. & Beichner, R. J. (2004). Students' understanding of direct current resistive electrical circuits. American Journal of Physics, 72(1), 98-115. crossref(new window)

Heller, P. M. & Finley, F. N. (1992). Variable uses of alternative conceptions: A case study in current electricity. Journal of Research in Science Teaching, 29(3), 259-275. crossref(new window)

Hong, M., Lee, J., Kim, S. & Kim, J. (2009). Development of tutorial for concept learning about electrostatics in middle school. School Science Journal, 3(1), 13-29. crossref(new window)

Hyun, D. & Shin, A. (2014). Types of misconceptions and their consistencies of the elementary school teachers about the characteristics of currents according to the connection methods of batteries in simple electric circuits. Journal of Science Education, 38(2), 331-343.

Kim, J. (2009). Reconsideration of curriculum related to current. School Science Journal, 3(2), 85-95.

Kim, J. & Kwon, S. (2000). Relationships of elementary students' conceptions about basic circuits and electric currents. Journal of Korean Elementary Science Education, 19(2), 1-12.

Kim, Y. & Kim, C. (1996). Elementary school students' conceptual chagne on elecric current by drill and practice type CAI program. Journal of the Korean Association for Research in Science Education, 16(4), 417-428.

Lee, D. & Kim, Y. (2014). An inquiry on the inclusive analytic procedures for qualitative data analysis: based on the pragmatic eclecticism. The Journal of Educational Research, 12(1), 159-184.

Lee, H. & Nam, M. (2001). The effects of learning cycle model on the change of electricity conceptions of elementary students. Journal of Korean Elementary Science Education, 20(2), 217-228.

Lee, J. & Kim, J. (2012). Conceptual changes on electricity of elementary teachers through the tutorial emphasizing the motion of charges. Journal of Korean Elementary Science Education, 31(1), 84-98.

Lee, J., Won, B., Kim, S. & Kim, J. (2009). Elementary school students' recognition of electric circuit elements in untypical situations. Sae Mulli, 58(2), 101-109.

Lee, J., Yoon, H. & Kim, J. (2014). Developing 3D simulationcontents for understanding of light and shadow.Journal of Science Education, 38(3), 703-717.

Lim, A. & Jhun, Y. (2014). An analysis of teachers and students' difficulties in the classes on 'electric circuit' unit of elementary school science curriculum. Journal of Korean Elementary Science Education, 33(3), 596-606.

Loe, E. & Lee, K. (1996). Teaching strategy on misconceptions of middle school electricity. Journal of Science Education, 20, 45-63.

McDermott, L. C. & Shaffer, P. S. (1998). Tutorials in introductory physics. Prentice Hall.

Park, Y. & Park, Y. (1999). Effect of analogy instruction for correcting misconceptions on electric current. Journal of Science Education, 23, 9-14.

Perkins, K., Adams, W., Dubson, M., Finkelstein, N., Reid, S., Wieman, C. & LeMaster, R. (2006). PhET: Interactive simulations for teaching and learning physics. American Association of Physics Teachers, 44(1), 18-23.

Wieman, C. E., Adams, W. K. & Perkins, K. K. (2008). PhET: Simulations that enhance learning. American Association for the Advancement of Science, 322(5902), 682-683. crossref(new window)

Yoo, P., Kang I., Kim, P., Nam, M., Park, S., So, H., Yun, H., Lee, Y., Lee, H., Chun, P. & Chung, S. (2000). Conceptual change of an electric current by the model of metaphor. Journal of Science Education, 25, 251-265.