Article metrics

  • citations in SCindeks: 0
  • citations in CrossRef:0
  • citations in Google Scholar:[=>]
  • visits in previous 30 days:23
  • full-text downloads in 30 days:5
article: 1 from 22  
Back back to result list
Inovacije u nastavi - časopis za savremenu nastavu
2019, vol. 32, iss. 1, pp. 16-29
article language: Serbian
document type: Original Scientific Paper
doi:10.5937/inovacije1901016B

Creative Commons License 4.0
Predubeđenja učenika o prirodnim fenomenima na početku osnovnog obrazovanja - okov i/ili mogućnost
(The title is not available in English)
aUniversity of Belgrade, Teacher Training Faculty
bUniversity of Novi Sad, Teacher Training Faculty

e-mail: sanja.blagdanic@uf.bg.ac.rs

Project

Concepts and strategies of providing quality basic Education and pedagogical work (MESTD - 179020)

Abstract

Learning about the world that surrounds a child begins well before the start of primary education. Experiential concepts, which children form in direct interaction with the environment, represent an experiential basis on which the formation of scientific concepts in the teaching process relies. Experiential notions based on ungrounded generalisations and misconceptions are also known as preconceptions, alternative ideas, and naive beliefs. The aim of this paper was to examine pupils' preconceptions about physical phenomena in the fields Physical Properties of Materials, Movement and Light at the beginning of primary education. The survey was conducted on a sample of 324 students, by using a criteria-based test of knowledge. The results of the research indicate that seven-year-olds from Serbia have some typical preconceptions and doubts that were confirmed by the previous research conducted in other countries (United Kingdom, USA). The respondents had the fewest misconceptions about the movement of bodies, while they mostly had wrong beliefs about the physical properties of materials. Given that the identification of the preconceptions that pupils have at the beginning of primary school can be useful for the creators of educational policies, textbook authors and teachers when deciding which physical phenomena should be given additional attention because they are not well understood by students, or what phenomena are pupils already familiar with, a more in-depth research of this content in teaching is necessary.

Keywords

teaching Social, Scientific and Environmental Education; pupils' preconceptions; physical phenomena

References

*** (2017) Program nastave i učenja za prvi razred osnovnog obrazovanja i vaspitanja. Prosvetni glasnik, br. 10
Allen, M. (2011) Misconceptions in primary science. New York: Open University Press
Antić, S. (2007) Zablude u znanju koje ostaju uprkos školskom učenju. Zbornik Instituta za pedagoška istraživanja, vol. 39, br. 1, str. 48-68
Antić, S., Pešikan, A., Ivić, I. (2015) Vaspitna funkcija nastave prirodnih nauka. Nastava i vaspitanje, vol. 65, br. 4, str. 615-629
Cvjetićanin, S., Segedinac, M., Halaši, T. (2010) Značaj primene metode eksperimenta u razrednoj nastavi. Nastava i vaspitanje, vol. 59, br. 2, str. 173-190
David, H., Malcolm, W., Gregg, S. (1992) Force concept inventory. Physics Teacher, 30(3): 141-158, Retrieved September 15, 2018. from http://modelinginstruction.org/wp-content/uploads/2012/08/FCI-TPT.pdf
European Commission (2011) Science education in Europe: National policies, practices and research. Brussels: Eurydice
Foy, P., Arora, A., Stanco, G.M., ur. (2013) TIMSS 2011 user guide for the international database: Released items science - fourth grade. Boston: Boston College, Lynch School of Education, TIMSS & PIRLS International Study Center, Retrieved July 12. 2018. from www:https://bc.edu/timss2011/downloads/T11_UserGuide.pdf
Gafoor, A.K., Akhilesh, P.T. (2008) Misconceptions in physics among secondary school students. Journal of Indian Education, 34(1): 77-90
Harlen, W., Hajdin, N., Kovačević, B. (2010) Principi i velike ideje naučnog obrazovanja. Beograd: Prosvetni pregled
Hufnage, B., Slater, T., Deming, G., Adams, J., Adrian, R., Brick, C., Zeilik, M. (2000) Pre-course results from the astronomy diagnostic test. Publ. Astron. Soc. Aust, 17 (2), 152-155. Retrieved April 6, 2017. from https://www.cambridge.org/core/services/aop-cambridgecore/content/view/06ABB7F093E393AFB1 15173717FFEC7F/S1323358000002563a.pdf/precourse_results_from_th
Ivić, I., Pešikan, A., Antić, S. (2001) Aktivno učenje 2. Beograd: Institut za psihologiju
Kartal, V. (2014) TIMSS 2011 - prirodne nauke - pregled nastavnog programa i zbirka zadataka za 4. razred. Beograd: Institut za pedagoška istraživanja
Lazarević, D. (1999) Od spontanih ka naučnim pojmovima. Beograd: Zavod za udžbenike i nastavna sredstva
Loxley, P., Dawes, L., Nicholls, L., Dore, B. (2017) Teaching primary science: Promoting enjoyment and developing understanding. London-New York: Routledge
Mintzes, J.J., Wandersee, H.J. (1998) Research in science teaching and learning: A human constructivist view. in: Mintzes, J. J., Wandersee, H. J. & Novak, J. D. [ed.] Teaching science for understanding: A human constructivist view, San Diego: Academic Press, 60-94, An Elsevier Science Imprint
Petrović, V. (2006) Razvoj naučnih pojmova u nastavi poznavanja prirode. Jagodina: Univerzitet u Kragujevcu, Učiteljski fakultet u Jagodini
Pine, K., Messer, D., St, J.K. (2001) Children's misconceptions in primary science: A survey of teachers' views. Research in Science & Technological Education, 19(1): 79-96
Posner, G.J., Strike, K.A., Hewson, P.W., Gertzog, W.A. (1982) Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66(2): 211-227
Radovanović, J. (2017) Promene učeničkih alternativnih koncepcija u učenju fizike - efekti tradicionalne nastave i metoda aktivnog učenja. Novi Sad: Univerzitet u Novom Sadu, Prirodno-matematički fakultet, doktorska disertacija
Radovanović, J., Stepanović-Ilić, I., Sliško, J. (2014) Identifikovanje učeničkih alternativnih shvatanja o plivanju i tonjenju tela. Nastava i vaspitanje, vol. 63, br. 1, str. 83-94
Russell, T., Longden, K., McGuigan, L. (1991) Materials: Primary SPACE research report. Liverpool: Liverpool University Press
Smolleck, L., Hershberger, V. (2011) Playing with science: An investigation of young children's science conceptions and misconceptions. Current Issues in Education, 14 (1), 1-32. Retrieved February 3, 2019. from http://cie.asu.edu/ojs/index.php/cieatasu/article/view
Suat, U. (2008) Changing students' misconceptions of floating and sinking using hands-on activities. Journal of Baltic Science Education, 7(3): 134-146
Tartas, V. (2015) Učenje prirodnih nauka pomoću dijaloških mapa. Inovacije u nastavi - časopis za savremenu nastavu, vol. 28, br. 3, str. 50-66
Vigotski, L. (1983) Mišljenje i govor. Beograd: Nolit
Yin, Y., Tomita, K.M., Shavelson, J.R. (2008) Diagnosing and dealing with student misconceptions: Floating and sinking. Science scope, Vol. 31, No. 8, 34-39