Abstract
Between the elementary and the lower secondary schools, there is a large gap of the learning contents in the electric current unit when compared. In the elementary school, it is mainly concentrated on observation of concrete matters. However, in the lower secondary school, it is concentrated on tasks dealing with abstract concepts. Accordingly, an apprehension that children might get behind in the concept formation exist. So, the researchers introduced an abstract element into learning electric current in the elementary school science. In this learning method, a metaphor was used as an important medium that might help eliminate the gap. The use of metaphor was placed on the science class as a tool, to make possible the determination of an explanation about the electric current that could not be observed directly through the naked eyes. As a result of analyzing actual conditions of children's conceptions after the class, the conclusions made on the effectiveness of using metaphor in a science class were shown below: 1) Concerning electrical heat, the children could acquire the idea that resistance influences the flow of electric current. 2) Using a metaphor, the children could create an imagination that electric current could not be seen. 3) On the other hand, some problems still remain to be solved. The children still held contradicting ideas on electrical collision and its explanation. It might be difficult for the children in this grade to construct their own concepts by using metaphor by themselves.
