Comparing Pre-Service Primary School Teachers' and Lower-secondary Learners' Understanding the Particulate Nature of Matter

Kód výsledku v 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>

Výsledek na webu

<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>

Jazyk výsledku

angličtina

Název v původním jazyce

Comparing Pre-Service Primary School Teachers' and Lower-secondary Learners' Understanding the Particulate Nature of Matter

Popis výsledku v původním jazyce

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.

Název v anglickém jazyce

Comparing Pre-Service Primary School Teachers' and Lower-secondary Learners' Understanding the Particulate Nature of Matter

Popis výsledku anglicky

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.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

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

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2022

Kód důvěrnosti údajů

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

Název periodika

Journal of Baltic Science Education

ISSN

1648-3898

e-ISSN

2538-7138

Svazek periodika

21

Číslo periodika v rámci svazku

4

Stát vydavatele periodika

LT - Litevská republika

Počet stran výsledku

17

Strana od-do

558-574

Kód UT WoS článku

000853035700003

EID výsledku v databázi Scopus

2-s2.0-85137604029