Validity of a "Slanted Slope Particle Model" in aid of the Elementary School Children Acquiring the Concept of Electric Current

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  • ISHII Kensaku
    Joint Graduate School in the Science of Scool Education Hyogo University of Teacher Education
  • HONMA Hitoshi
    Hyogo University of Teacher Education

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  • 小学校における電流の概念獲得のための「粒子傾斜モデル」の有効性
  • ショウガッコウ ニ オケル デンリュウ ノ ガイネン カクトク ノ タメ ノ リュウシ ケイシャ モデル ノ ユウコウセイ

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Abstract

<p>The purpose of this study was to examine the validity of a "slanted slope particle model" aiding elementary school children when acquiring the concept of electric current when they learn the science study. We proposed a new "slanted slope particle model" considering the characteristics of so-far proposed models. This "slanted slope particle model" was developed to help the school children easily visualize the concept of electric current and understand it intuitively when manipulating the teaching materials. We also conducted research lessons on electric current for the 4th grade elementary school children using the "slanted slope particle model", and analyzed the process of the children's acquiring the concept of electric current in terms of the "flow" and the "direction and amount" of the electric current. We concluded the following three points, and showed clearly the validity of this "slanted slope particle model"; 1) The children were able to think new ideas by themselves utilizing the acquired concept of the electric current when they encountered a new situation of occasion. 2) They were firmly convinced of the scientific concept of electric current, and are aware of the idea of "flow". 3) They could acquire the correct scientific concept of electric current and are aware of the idea of "direction and amount".</p>

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