| Title |
Moksleivių ikimokslinių vaizdinių ir mokslinių sąvokų apie judėjimą ir jėgas analizė / |
| Translation of Title |
The analysis of pupils’ pre-scientific notions and scientific concepts about motion and forces. |
| Authors |
Šlekienė, Violeta ; Ragulienė, Loreta |
| DOI |
10.48127/gu-nse/06.3.17a |
| Full Text |
|
| Is Part of |
Gamtamokslinis ugdymas.. Šiauliai : Šiaulių universiteto lidykla. 2006, Nr. 2(16), p. 17-24.. ISSN 1648-939X |
| Keywords [eng] |
typical mistakes ; force ; motion ; pre-scientific images ; concept |
| Abstract [eng] |
The issue of the study. Our precondition was that non-scientific notions formed by pupils affect concept teaching. If non-scientific notions are in conformity with the content of scientific concepts the teacher should rely on them forming new concepts, explaining natural phenomena, etc. It contributes to the concept comprehension efficacy. In case non-scientific notions are in collision with the content of scientific concepts they should be corrected as in that case they interfere with the formation of scientific concepts. The goals of research. The goals of the research were: 1) to clarify the interaction of pre-scientific notions and scientific concepts about motion and forces; 2) to evaluate the comprehension of concepts by those pupils who had studied physics and to clarify changes in concept understanding and typical errors that had remained after systematic study.[...] Results of research. It was stated during the research that before starting a systematic study of physics pupils had had pre-scientific notions. A number of incorrect notions on motion and force were revealed. In many cases pre-scientific notions were typical and in a way understandable for pupils. Pre-scientific notions often are retained even after purposeful teaching, and in some time or situations they turn out to be even more distinct and convincing than the scientific ones. It has been stated that pupils reproduce concept definitions without any efforts, but in a definite situation they base solutions of a definite task on misleading notions. Very often pupils understand the content of some concepts in a wrong way, do not make distinction between concepts and confuse functional relations of concepts. They are already able to indicate the features of a concept, but are not able to separate essential and inessential concepts. |
| Published |
Šiauliai : Šiaulių universiteto lidykla |
| Type |
Journal article |
| Language |
Lithuanian |
| Publication date |
2006 |
| CC license |
|
