Analysis of the Energy Concepts of Elementary School Students by Using Concept Maps

Abstract

This study examined the kinds of words children think the term “energy” is linked to with the help of questionnaire surveys (using concept maps) administered to third- to sixth-grade elementary school students. The results revealed the following insights:

1) The children listed many words relating to food, the body, and electricity as words associated with “energy.” In particular, the thought processes that link food and energy tended to be maintained or increased at higher grade levels as well as middle grade levels. 2) There were almost no descriptions of the workings of wind and rubber, and pendulum and leverage, as used in elementary school science. 3) Many children were aware of electricity as a form of energy since third grade in elementary school. 4) The idea of “energy conversion” was limited to the relationship between “energy and electricity” and “energy and foods”, and the children had no awareness of it in other fields. 5) There were no correct responses when it came to “energy conservation.”