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s' homework feedback, homework purpose and achievement goal orientations were statistic ally associated with the homework learning types. The students with the more adaptive h omework learning types tended to have a mastery-goal orientation and learning-oriented homework purpose. Also they reported to have more homework feedback from their teach ers. These findings shed some light on the generally inconsistent pattern of results on ho mework research and also emphasize the value of the person-centered approach for home work research in order to gain a better understanding of homework time. Finally implicati ons for further study were discussed.

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.

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