Comparing Pre-Service Primary School Teachers' and Lower-secondary Learners' Understanding the Particulate Nature of Matter
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F44555601%3A13440%2F22%3A43897007" target="_blank" >RIV/44555601:13440/22:43897007 - isvavai.cz</a>
Result on the web
<a href="https://oaji.net/articles/2022/987-1662186650.pdf" target="_blank" >https://oaji.net/articles/2022/987-1662186650.pdf</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.33225/jbse/22.21.558" target="_blank" >10.33225/jbse/22.21.558</a>
Alternative languages
Result language
angličtina
Original language name
Comparing Pre-Service Primary School Teachers' and Lower-secondary Learners' Understanding the Particulate Nature of Matter
Original language description
Cross-age studies have suggested that although children?s notions of scientific phenomena change moderately with increasing age, certain misconceptions persist from preschool to a higher educational level. The purpose of this study was to diagnose the prevalence of selected misconceptions about the particulate nature of matter among pre-service primary school teachers and to compare the findings with the results of lower-secondary learners. The participants in the study were 197 pre-service primary school teachers and 170 ninth graders. The multiple-choice diagnostic test was developed to collect data. In the analysis of the test results, the paired difference test and Pearson?s chi-square independence test for the contingency table were used. Frequency analysis was performed for individual questions in the test and percentages were calculated. The results obtained with primary school teacher trainees demonstrate the existence of a number of misconceptions similar to those observed with ninth graders; some misconceptions were observed to even be present significantly more frequently among pre-service primary school teachers. This study confirmed that age maturity and mere knowledge of scientific concepts such as atoms, molecules, etc. do not have to be sufficient to allow students to better understand the particulate nature of matter.
Czech name
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Czech description
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Classification
Type
J<sub>imp</sub> - Article in a specialist periodical, which is included in the Web of Science database
CEP classification
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OECD FORD branch
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Result continuities
Project
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Continuities
I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace
Others
Publication year
2022
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Name of the periodical
Journal of Baltic Science Education
ISSN
1648-3898
e-ISSN
2538-7138
Volume of the periodical
21
Issue of the periodical within the volume
4
Country of publishing house
LT - LITHUANIA
Number of pages
17
Pages from-to
558-574
UT code for WoS article
000853035700003
EID of the result in the Scopus database
2-s2.0-85137604029