The most Common Primary School Pupils' Misconceptions Based on the Concept of Protection in the Chemical Context
| Authors | |
|---|---|
| Year of publication | 2015 |
| Type | Article in Periodical |
| Magazine / Source | International Letters of Social and Humanistic Sciences |
| MU Faculty or unit | |
| Citation | |
| Doi | http://dx.doi.org/10.18052/www.scipress.com/ILSHS.65.130 |
| Field | Pedagogy and education |
| Keywords | Concept; Concept Map; Concept of Protection; Misconception; Pupil's Idea; Teaching; Wrong Idea |
| Description | Each pupil brings from his/her everyday life a lot of personal experiences and ideas. These ideas about various concepts and topics can sometimes be mistaken or completely wrong. A complex term misconception is used for a summary of these mistaken ideas. Misconception is seen as a wrong notion, wrong idea. It occurs in the context of the pupil's mistaken notions and mistaken conception of the curriculum or one of the forms of pupils' conception of the curriculum. In the course of teaching, pupils are affected not only by teachers, but also by pupil's ideas and experiences that pupils bring from their surroundings. Teachers should be able to work with these ideas and try to correct pupils' misconceptions. A part of this contribution is not only a literature review of the misconception issue, but mainly the results of a research carried out on pupils in the eighth and ninth grades in nine primary schools. The aim of the research was mapping the most common misconceptions associated with the concept of protection in the chemical context of the curriculum. |