Abstract
A number of probes of children's understanding of electric current have been carried out and reported. In particular, constructivists identified four preconceptions. They have shown that these preconceptions are hindering learning, and that it is necessary to exchange these preconceptions with scientific concepts. However these four preconceptions are found in the first stage of formal learning about electric current, whereas misconceptions have not been identified at the learning stage of the more complex contents of electric fields. From the aforementioned reason, first we identified a misconception named "traffic flow model" at the complex stage. The students constructed an incorrect type of traffic flow model, based on what they learned in the lesson at school. Subsequently, we propose a new teaching method in which the traffic flow model is transmuted to a scientific model. This teaching method is called "method of restructurization". However, the survey of the effectiveness of the new method appears not sufficient. Therefore, an experiment was conducted to confirm the effectiveness of the method of restructurization using the control group method. As a result, we found the method of restructurization was effective for exchanging the traffic flow model into the scientific model.
