초록

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The purpose of this study was to investigate elementary science gifted students’ misconceptions about magnetic fields and to compare those with the misconceptions of general elementary (3rd and 6th grade) and middle (9th) school students. We set up a standard, and according to our the standard, we g...

The purpose of this study was to investigate elementary science gifted students’ misconceptions about magnetic fields and to compare those with the misconceptions of general elementary (3rd and 6th grade) and middle (9th) school students. We set up a standard, and according to our the standard, we grouped the students’ misconceptions of magnetic fields into four models: a partial distribution model, a pole separation model, a homogeneous distribution model, and a field model. Also, we presented sub-types for each model. Our results show that the understanding on magnetic fields of 9th grade students and elementary science gifted students were higher than that of 3rd grade and 6th grade students. Also, in the case of general elementary students, the models are distributed in order of homogeneous distribution model, field model, partial distribution model, and pole separation model. For the elementary science gifted students, the order was field model, pole separation model, homogeneous distribution model, and partial distribution model, and their answers concerning magnetic fields were different from those of general elementary students. According to grades, the majority of misconceptions on the magnetic fields were as follows: partial distribution model for 3rd grade students, homogeneous distribution model for 6th grade students, and field model for 9th grade students and elementary science gifted students. The students had various misconceptions about magnetic fields regardless of classification by grade and as elementary science gifted students. Therefore, teachers must understand the various types ofmisconceptions of students, and various teaching methods must be developed and supplied to teachers.

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