Journal of The Korean Association For Science Education (한국과학교육학회지)

The Korean Association for Science Education (한국과학교육학회)
권호 표지

The Korean Elementary Students' Conceptions of the Simple Electric Circuit

  • Published : 2002.12.30
Download PDF
⟨ Previous Next ⟩

Abstract

The purpose of this study was to investigate students' conceptions of the simple electric circuit using a battery and a bulb. 19 fourth grade students from a rural elementary school in Korea participated in this study. Data on the children's understandings of electric circuit were collected through three sources; prediction tests, drawing tests and individual interviews. The prediction tests were paper and pencil tests composed of 10 problems, predicting whether bulbs in 10 simple circuit diagrams would light. For each prediction, the children were asked to provide a written explanation of their thinking. The drawing tests consisted of 6 problems. One was to draw the inside of the bulb base, and the others were to make the wire connections between a battery and a bulb in the diagrams, to light the bulb. The interviews were conducted with seven children who showed differing degrees of understanding. No student was aware of the wire connections inside the bulb base. Many students stated whether the bulb would light or not, according to the tip of the bulb contacting the positive battery terminal and an end of wire contacting the negative battery terminal. Most of them thought that the tip of the bulb should contact the positive battery terminal, so that the bulb would light. In short, students did not use a scientific conception of electric current to predict and explain the electric circuit.

Keywords

References

  1. Anderson, C., & Smith, E.(1987). Teaching science, In V. Richardson-Koehler (Ed.), Educator's handbook: A research perspective. Longman: New York, 84-111
  2. Chambers, S., & Andre, T.(1997). Gender, prior knowledge, interest, and experience in electricity and conceptual change text manipulations in learning about direct current. Journal of Research in Science teaching, 34, 107-123 https://doi.org/10.1002/(SICI)1098-2736(199702)34:2<107::AID-TEA2>3.0.CO;2-X
  3. Champagne, A., Gunstone, R., & Klopfer, L.(1985). Instructional consequences of students knowledge about physical phenomena, In L.H.T. West and A.L. Pines (Eds.), Cognitive structure and conceptual change. Academic: Orlando, FL, 61-90
  4. Cosgrove, M.(1995). A study of science-in-the-making as students generate an analogy for electricity, International Journal of Science Education, 17, 295-310 https://doi.org/10.1080/0950069950170303
  5. Driver, R., & Be11(1986). Students thinking and the learning of science: A constructivist view. School Science Review, 67, 443-456
  6. Driver, R., & Easley, J.(1978). Pupils and paradigms: A review of the literature related to concept development in adolescent science students. Studies in Science Education, 6, 61-84
  7. Fredette, N., & Clement, J.(1981). Student misconceptions of an electric circuit: What do they mean? Journal of Cottege Science Teaching, 11, 280-285
  8. Fredette, N., & Lochhead, J.(1980). Students' conceptions of simple circuits. The Physics Teacher, 18, 194-198 https://doi.org/10.1119/1.2340470
  9. Kim, E., Shim, J., Jung, Y., & Chang B.(1999). Analysis and suggestions for elementary textbooks based on the elementary students' understanding of electric circuits. Journal ofthe Korean Association for Research in Science Education, 19, 570-584
  10. Kim, H., Kim, K., & Kim, S.(1992). The children's conceptions about electricity and the effect of intervention. Journal of Etementary Science Education, 11,123-139
  11. Ministry of Education of Korea.(1996). The teacher's guide - 3rd erade 2nd semester, 134-161
  12. Osborne, R.(1983). Towards modifying children's ideas about electric current. Research in Science and Technological Education, 1, 73-82 https://doi.org/10.1080/0263514830010108
  13. Osborne, R.(1985). Building on children's intuitive ideas. In R. Osbome and P. Freyberg (Eds.), Learning in Science: The imptications of chiIdren's science (Ch. 4). Heinemann: Auckland
  14. Shepardson, D., & Moje, E.(1994). The nature of fourth graders' understandings of electric circuits. Science Education, 78,489-514 https://doi.org/10.1002/sce.3730780505
  15. Shipstone, D.(1984). A study of children's understanding of electricity in simple DC circuits. European Journal of Science Education, 6, 185-198 https://doi.org/10.1080/0140528840060208
  16. Shipstone, D.(1988). Pupil's understanding of simple electrical circuits. Physics Education, 23, 92-96 https://doi.org/10.1088/0031-9120/23/2/004
  17. Strike, K., & Posner, G.(1992). A revisionist theory of conceptual change, In R.A. Duschl & R. J. Hamilton (Eds.), Philosophy of science, cognitive psychology, and educational theory and practice. State University of New York Press: Albany, NY, 147-176
  18. Wandersee, J., Mintzes, J., & Novak, J. (1994). Research on alternative conceptions in science. In D.L. Gabel (Ed.), Handbook of research on science teaching and teaming. MacMillan: New York, 177-210
  19. White, R., & Gunstone, R.(1992). Prob'ms understanding. Falmer: London
  20. Zietman, A., & Hewson, P.(1986). Effect of instruction using microcomputer simulations and conceptual change strategies on science learning, Journal of Research in Science Teaching, 23, 27-39 https://doi.org/10.1002/tea.3660230104