Conceptual Change via Instruction based on PhET Simulation Visualizing Flow of Electric Charge for Science Gifted Students in Elementary School

Abstract

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.

Addressing Elementary Teachers’ Alternative Conceptions in Force and Motion with an Interactive Computer Simulation

“…Sims are computer applications especially designed to provide a visual replica or a virtual model of natural phenomena like projectile motion and the flow of electrons [1]. These were also used to address student misconceptions in specific areas of science [16].…”