Change in elementary school students’ misconceptions on material systems after a theoretical-practical instruction
Students get to Elementary School with a series of misconceptions which are not necessarily in agreement with the scientific knowledge. Misconceptions result from the student’s attempts to understand their previous experiences resulting from their interaction with their environment and they must be...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Kura Publishing
2017-03-01
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| Series: | International Electronic Journal of Elementary Education |
| Subjects: | |
| Online Access: | https://iejee.com/index.php/IEJEE/article/view/173/169 |
| _version_ | 1797922586476150784 |
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| author | Florentina Cañada Cañada David González-Gómez Diego Airado-Rodríguez María Antonia Dávila Acedo Lina Viviana Melo Niño |
| author_facet | Florentina Cañada Cañada David González-Gómez Diego Airado-Rodríguez María Antonia Dávila Acedo Lina Viviana Melo Niño |
| author_sort | Florentina Cañada Cañada |
| collection | DOAJ |
| description | Students get to Elementary School with a series of misconceptions which are not necessarily in agreement with the scientific knowledge. Misconceptions result from the student’s attempts to understand their previous experiences resulting from their interaction with their environment and they must be taken into account in educational practice to design appropriate instructional strategies that will impulse their evolution into more scientific-academic concepts. This research aims to detect the initial knowledge that twenty-one fifth grade Elementary Education students (ages ranged: 10-11 years old) have about material composition. A questionnaire was used as an instrument to determine initial misconceptions. Based on the students’ answers, important misconceptions were identified, and an appropriate instructional strategy was design to foster the students’ conceptual change about the studied topic. A post-task questionnaire conducted after the instruction revealed the suitability of the proposed instructional design. |
| first_indexed | 2024-04-10T14:33:29Z |
| format | Article |
| id | doaj.art-354d7e9eef0b48a7b36f24b6a75e5644 |
| institution | Directory Open Access Journal |
| issn | 1307-9298 1307-9298 |
| language | English |
| last_indexed | 2024-04-10T14:33:29Z |
| publishDate | 2017-03-01 |
| publisher | Kura Publishing |
| record_format | Article |
| series | International Electronic Journal of Elementary Education |
| spelling | doaj.art-354d7e9eef0b48a7b36f24b6a75e56442023-02-15T16:08:40ZengKura PublishingInternational Electronic Journal of Elementary Education1307-92981307-92982017-03-0193499510Change in elementary school students’ misconceptions on material systems after a theoretical-practical instructionFlorentina Cañada Cañada0David González-Gómez1Diego Airado-Rodríguez2María Antonia Dávila Acedo3Lina Viviana Melo Niño4University of ExtremaduraUniversity of ExtremaduraUniversity of ExtremaduraUniversity of ExtremaduraUniversity of SalamancaStudents get to Elementary School with a series of misconceptions which are not necessarily in agreement with the scientific knowledge. Misconceptions result from the student’s attempts to understand their previous experiences resulting from their interaction with their environment and they must be taken into account in educational practice to design appropriate instructional strategies that will impulse their evolution into more scientific-academic concepts. This research aims to detect the initial knowledge that twenty-one fifth grade Elementary Education students (ages ranged: 10-11 years old) have about material composition. A questionnaire was used as an instrument to determine initial misconceptions. Based on the students’ answers, important misconceptions were identified, and an appropriate instructional strategy was design to foster the students’ conceptual change about the studied topic. A post-task questionnaire conducted after the instruction revealed the suitability of the proposed instructional design.https://iejee.com/index.php/IEJEE/article/view/173/169MisconceptionsExperimentation in chemistryElementary schoolConceptual change |
| spellingShingle | Florentina Cañada Cañada David González-Gómez Diego Airado-Rodríguez María Antonia Dávila Acedo Lina Viviana Melo Niño Change in elementary school students’ misconceptions on material systems after a theoretical-practical instruction International Electronic Journal of Elementary Education Misconceptions Experimentation in chemistry Elementary school Conceptual change |
| title | Change in elementary school students’ misconceptions on material systems after a theoretical-practical instruction |
| title_full | Change in elementary school students’ misconceptions on material systems after a theoretical-practical instruction |
| title_fullStr | Change in elementary school students’ misconceptions on material systems after a theoretical-practical instruction |
| title_full_unstemmed | Change in elementary school students’ misconceptions on material systems after a theoretical-practical instruction |
| title_short | Change in elementary school students’ misconceptions on material systems after a theoretical-practical instruction |
| title_sort | change in elementary school students misconceptions on material systems after a theoretical practical instruction |
| topic | Misconceptions Experimentation in chemistry Elementary school Conceptual change |
| url | https://iejee.com/index.php/IEJEE/article/view/173/169 |
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