Change in Elementary School Students’ Misconceptions on Material Systems after a Theoretical-Practical Instruction


Florentina Cañada CAÑADA, David GONZÁLEZ-GÓMEZ , Diego AIRADO-RODRÍGUEZ , Lina Viviana Melo NIÑO , María Antonia Dávila ACEDO


Abstract

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.


Keywords

Misconceptions; Experimentation in chemistry; Elementary school; Conceptual change.

Paper Details

Paper Details
Topic Science Education
Pages 499 - 510
Issue IEJEE, Volume 9, Issue 3
Date of acceptance 13 March 2017
Read (times) 280
Downloaded (times) 199

Author(s) Details

Florentina Cañada CAÑADA

University of Extremadura, Spain


David GONZÁLEZ-GÓMEZ

University of Extremadura, Spain


Diego AIRADO-RODRÍGUEZ

University of Extremadura, Spain


Lina Viviana Melo NIÑO

University of Salamanca, Spain


María Antonia Dávila ACEDO

University of Extremadura, Spain


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