Physics as a Subject Matter in Primary Education Teacher Students’ Training: Possibilities for Elimination of Misconceptions

• Authors: Ivana Rochovská , Martin Droščák , Mária Kožuchová , Eva Severini , Ján Gunčaga

Abstracts

EN

The research focused on the issue of physics subject matter in higher education of primary education teachers. It explained students’ misconceptions on an example of the subject matter about a pulley. The research aimed to study on a sample of 79 students the effectiveness of the designed IBI in eliminating misconceptions in favour of scientifically acceptable concepts. The main research methods were the pedagogical experiment and content analysis of students’ answers. Results showed that students’ misconceptions changed statistically significantly in the post-test against the pre-test in favour of scientifically acceptable concepts. Thus, the research results may incentivise branch didactics of science subjects.

• Publisher: Wydawnictwo Adam Marszałek
• Journal: The New Educational Review
• Year: 2024
• Volume: 75
• Pages: 140-151

Dates

published

2024

Contributors

author

Ivana Rochovská

• Matej Bel University, Banská Bystrica, Slovakia

• https://orcid.org/0000000193467993

author

Martin Droščák

• Comenius University, Bratislava, Slovakia

• https://orcid.org/0000000193796404

author

Mária Kožuchová

• Comenius University, Bratislava, Slovakia

• https://orcid.org/0000000323652530

author

Eva Severini

• Comenius University, Bratislava, Slovakia

• https://orcid.org/000000032093820X

author

Ján Gunčaga

• Comenius University, Bratislava, Slovakia

• https://orcid.org/0000000275525472

References

• Akkaya, G., & Köksal, M. S. (2014). Teaching processes and methods suggested by science teachers for overcoming alternative conceptions about genetics. The New Educational Review, 36(2), 66–81. https://doi.org/10.15804/tner.14.36.2.05
• Albacete, P., & VanLehn, K. (2000). The conceptual helper: An intelligent tutoring system for teaching fundamental physics concepts. In G. Gauthier, C. Frasson, & K. VanLehn, (Eds.), Intelligent Tutoring Systems. ITS 2000. Lecture Notes in Computer Science. Vol. 1839. Springer.
• Bellová, R., Melicherčíková, D., & Tomčík, P. (2018). Possible reasons for low scientific literacy of Slovak students in some natural science subjects. Research in Science & Technological Education, 36(2), 226–242. https://doi.org/10.1080/02635143.2017.1367656
• Dostál, J., & Kožuchová, M. (2016). Badatelský přístup v technickém vzdělávání. Teorie a výzkum [Inquiry-based Approach in Technical Education. Theory and Research.] Palacký University Olomouc.
• Estapa, A. T., & Tank, K. M. (2017). Supporting integrated STEM in the elementary classroom: a professional development approach centred on an engineering design challenge. International Journal of STEM Education, 4(6). https://doi.org/10.1186/s40594-017-0058-3
• Harlen, W. (2013). Assessment and Inquiry-Based Education: issues in policy and practice. Global Network of Science Academics (IAP) Science Education Programme.
• Hockicko, P., & Tarjanyiová, G. (2020). Lab-based learning in university for primary school students focused on acoustics. Akustika, 37, 16–19. https://doi.org/10.36336/akustika20203714
• Kožuchová, M., Barnová, S., & Stebila, J. (2022). Inquiry as a part of educational reality in technical education. Emerging Science Journal: Current Issues, Trends, and New Ideas in Education, 6(Special Issue), 225–240. https://doi.org/10.28991/ESJ-2022-SIED-016
• Mateos-Nunez, M, Martinez-Borreguero, G., & Naranjo-Correa, F. L. (2018). Diagnosis of STEM knowledge in primary education students. 12th International Technology, Education and Development Conference (INTED) Proceedings (pp. 2461–2470).
• Minner, D. D., Levy, A. J., & Century, J. (2010). Inquiry-based science instruction – What is it and does it matter? Results from a research synthesis years 1984 to 2002. Journal of Research in Science Teaching, 47(4), 474–496. https://doi.org/10.1002/tea.20347
• Myneni, L. S., Narayanan, H., Rebello, S., Rouinfar, A., & Pumtambekar, S. (2013). An interactive and inteligent learning system for physics education. IEEE Transactions on Learning Technologies, 6(3), 228–239. https://doi.org/10.1109/TLT.2013.26
• Papáček, M. (2010). Inquiry based science education: A way for the biology education, education of generations Y, Z, and alpha? Scientia in educatione, 1(1), 33–49.
• Rochard, M., Csermely, P., & Jorde, D., et al. (2007). Science education now: A renewed pedagogy for the future of Europe. European Commission, Directorate-General for Research, Science, Economy, and Society, Information and Communication Unit.
• Rochovská, I. (2011). Le développement de la littérature scientifique dans le domaine l’éducation primaire. S.É.C.T. – Association Internationale Sciences, Éducation, Cul.- tures, Traditions.
• Rochovská, I. (2012). The issue of development of scientific literacy in the field of Pre-school and Elementary School Pedagogy. Journal of Preschool and Elementary School Education, 2(2), 115–155.
• Rouinfar, A., & Madsen, A. M. (2013). Scaffolding students’ understanding of force in pulley systems. AIP Conference Proceedings, 1513(1), 354. https://doi.org/10.1063/1.4789725
• Rouinfar, A., Madsen, A. M., Hoang, T. D. N., Puntambekar, S., & Rebello, S. (2012). Comparing the development of students’ conceptions of pulleys using physical and virtual manipulatives. AIP Conference Proceedings, 1413(1), 331. https://doi.org/10.1063/1.3680062
• Skoršepa, M., Kmeťová, J., & Šuránek, M. (2022). Prírodovedné vzdelávanie mimo školy [Science education out of school]. Matej Bel University Banská Bystrica.
• Stepanović, M. B., Branković, N., & Kozoderović, G. (2019). Primary school students’ misconceptions about physical properties of water. New Educazional Review, 57(3), 127–138. https://doi.org/10.15804/tner.19.57.3.10

Identifiers

DOI

10.15804/tner.2024.75.1.11

Biblioteka Nauki

29520732