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The Preconceptions of Children at a Preschool Age on the Topic of the Air and the Weather

100%
Rochovská I.
Journal of Preschool and Elementary School Education
|
2015
|
issue 7
111-131
EN
This paper is focused on the preconceptions of children at a preschool age on the topic of the air and the weather. The aim of the paper is to identify and describe the given preconceptions, to further analyse and interpret them and, on the basis of this, to propose investigative activities which would develop these preconceptions of the children. A structured interview was used as the method to find out the preconceptions among the children.
2
Content available remote

Ilustrovaná etymologická mapa ako nástroj zisťovania prekonceptov o obsahovej stránke proprií

75%
Beláková M.
Národopisný věstník
|
2022
|
vol. 63
|
issue 1
37-54
EN
This study deals with illustrated etymological maps used as a new tool for detecting content preconceptions in proper names. This tool is characterized in the context of a constructivist education in which the error presents a desirable resource. Its application is realized in four phases and the greatest attention is paid to the third one – the analysis. The analysis points to more aspects of the graphical interpretation of the toponyms.
3
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Błędne przekonania w nauczaniu przedmiotów przyrodniczych

63%
Markowska A., Lechowicz M., Grajkowski W., Chrzanowski M., Spalik K., Borgensztajn J., Ostrowska E. B., Musialik M.
Edukacja Biologiczna i Środowiskowa
|
2014
|
issue 4
56-66
PL
Głównym celem artykułu jest przybliżenie nauczycielom przedmiotów przyrodniczych pojęcia błędnych przekonań. Przedstawiona jest funkcjonalna typologia błędnych przekonań, a także ich przykłady z biologii, chemii, fizyki i geografii, z którymi mogą się zetknąć nauczyciele gimnazjalni i licealni. Podane są także przykłady zadań, które mogą posłużyć do diagnozy wybranych błędnych przekonań.
EN
The aim of this paper is to show the importance of misconceptions in the process of science education. The functional typology of misconceptions is illustrated with examples from biology, chemistry, physics and geography at ISCED levels 2 and 3. Examples of tasks that are given in the article may be used for the diagnosis of some misconceptions.
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