Developing a Science Simulation Program to Teach the Concept of Balance in Physics: Its Development and Application for Gifted Korean Elementary Students of Science

Jeongwoo Park, Myeong-Kyeong Shin*, Han Su Shim, Gyeong-Geon Lee and Sun-Kyung Lee
Additional contact information
Jeongwoo Park: Department of Physics Education, Seoul National University, Seoul, Korea
Myeong-Kyeong Shin*: Department of Science Education, Gyeongin National University of Education, Incheon, Korea
Han Su Shim: Department of Digital Media Design, Kaywon University of Art & Design, Gyeonggi-do, Korea
Gyeong-Geon Lee: Department of Chemistry Education, Seoul National University, Seoul, Korea
Sun-Kyung Lee: Department of Science Education, Seoul National University, Seoul, Korea

The Journal of Social Sciences Research, 2019, vol. 5, issue 5, 975-984

Abstract: In this study, we focused on the development of a simulation program for a Gifted Education Center in South Korea. We introduced our simulation program, which focuses on the concept of balancing concept in physics, and analyzed students’ reasoning and perceptions. According to Brunner’s EIS (Enactive, Iconic, and Symbolic Representation) theory, the simulation was designed to be abstracted gradually from iconic to symbolic. A simulation in three stages was developed, including game-like, indirect questions such as finding the number of all cases of balance. Three classes of students in grades 5 and 6 consisting of 44 gifted students in Korea participated in this study, and their reasoning and perceptions were analyzed. The results of the analysis of students’ reasoning indicated that more than 70% of students predicted the phenomenon using mathematical models. Some students (17 out of 44 students) used particular strategies to count all cases of balance. Students perceived that the simulation program helped them to understand the phenomenon, considered that the simulation was not difficult and that the lecture, feedback, and teaching materials were satisfactory. Regarding self-participation, students perceived that they experienced new methods for exploring, were made keenly aware of phenomena and principles, made efforts to engage in creative thinking, and actively communicated with their peers through the simulation program. Through this study, we suggest an example of a gifted student program using a simulation and describe its successful application. Simulation activities, which form the context of this research, can lead to research related to computational thinking, which is crucial for our future society. We hope for more discussions to elaborate on and systematize context and methods of computer simulations.

Keywords: Gifted education; Simulation; Balancing; Elementary science (search for similar items in EconPapers)
Date: 2019
References: View complete reference list from CitEc
Citations:

Downloads: (external link)
https://www.arpgweb.com/pdf-files/jssr5(5)975-984.pdf (application/pdf)
https://www.arpgweb.com/journal/7/archive/05-2019/5/5 (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:arp:tjssrr:2019:p:975-984

Access Statistics for this article

The Journal of Social Sciences Research is currently edited by Dr. Paola Magnano

More articles in The Journal of Social Sciences Research from Academic Research Publishing Group Rahim Yar Khan 64200, Punjab, Pakistan.
Bibliographic data for series maintained by Managing Editor ().