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Preconceptions in Physics Among Pupils in Primary School

The result's identifiers

  • Result code in IS VaVaI

    <a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F49777513%3A23420%2F22%3A43966799" target="_blank" >RIV/49777513:23420/22:43966799 - isvavai.cz</a>

  • Result on the web

    <a href="https://aip.scitation.org/doi/abs/10.1063/5.0087162" target="_blank" >https://aip.scitation.org/doi/abs/10.1063/5.0087162</a>

  • DOI - Digital Object Identifier

    <a href="http://dx.doi.org/10.1063/5.0087162" target="_blank" >10.1063/5.0087162</a>

Alternative languages

  • Result language

    angličtina

  • Original language name

    Preconceptions in Physics Among Pupils in Primary School

  • Original language description

    Significant attention has been devoted to research of the physics preconceptions among primary school children. However, the theoretical anchoring of the tenn preconcept is often insufficient and commonly used research techniques do not take into consideration the complexity of this phenomenon in many cases. In this study, we present a complex research approach based on the understanding of preconception as disposition. We identified problematical tasks from the TIMSS international survey focusing on 4th grade pupils based on clear criteria. In total, 11 multiple-choice tasks out of 97 analysed were identified as problematical which were most frequently related to the concepts of heat and heat transfer (4 tasks), state of matter (2 tasks) and gravitation (2 tasks). Moreover, an additional survey of 100 high school students aged 15-17 years were carried out using the same tasks in order to understand how physics learning has affected the identified preconceptions. We have also gathered data from students who studied beforementioned concepts in distance learning. Thus, it is possible to compare results (affected preconceptions) from distance and non-distance education. We have found that some of the incorrect preconceptions are corrected during the physics learning but other persist among significant number of pupils. It may have significant consequences for the effectivity of physics teaching at higher stage because of teachers do not expect such extent of fundamental misunderstanding among students. Further research focusing on identification of such incorrect preconceptions and ways how to overcome them in practice is thus highly needed.

  • Czech name

  • Czech description

Classification

  • Type

    D - Article in proceedings

  • CEP classification

  • OECD FORD branch

    50301 - Education, general; including training, pedagogy, didactics [and education systems]

Result continuities

  • Project

    <a href="/en/project/GA20-13038S" target="_blank" >GA20-13038S: On productive culture of teaching and learning</a><br>

  • Continuities

    P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Others

  • Publication year

    2022

  • Confidentiality

    S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Data specific for result type

  • Article name in the collection

    Proceedings of 22nd Conference on Didactic Transfer of Physics Knowledge Through Distance Education, DIDFYZ 2021

  • ISBN

    978-0-7354-4341-9

  • ISSN

    0094-243X

  • e-ISSN

  • Number of pages

    8

  • Pages from-to

    "Netsránkováno"

  • Publisher name

    AIP Publishing

  • Place of publication

    Melville, NY, US

  • Event location

    Terchová, Slovensko

  • Event date

    Oct 13, 2021

  • Type of event by nationality

    EUR - Evropská akce

  • UT code for WoS article