A Cross Sectional Survey about Students  Agreement Rates on Non-Scientific Ideas concerning the Concept of Magnet

Ürek, Handan; Çoramık, Mustafa

doi:10.36681/tused.2021.61

Cited by 1 publication

(2 citation statements)

References 19 publications

(64 reference statements)

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“…All the abovementioned leads to a conclusion that the process of adoption of concepts about magnetism under the influence of teaching within the subject Nature and Society in elementary school is insufficiently effective. In order to overcome the shortcomings of school learning about magnetic phenomena, and based on some earlier research (Bošnjak et al, 2016;Grigorovitch & Nertivich, 2017;Ürek & Çoramık, 2021), the introduction of innovative teaching methods, strategies and models, as well as connecting the teaching contents with the daily experiences of students is highly recommended. Moreover, these phenomena should be studied from the very beginning of primary school education, and even earlier.…”

Section: Discussionmentioning

confidence: 99%

“…Research studies of children's understanding of physical concepts at early school age are still scarce in the region of Balkan, especially in the field of more complex phenomena such as magnetism. Despite numerous innovations in teaching in past few decades, recent studies showed the continued presence of preconceptions and misconceptions at all levels of education, even among adults (Özdemir & Coramik, 2018;Lemmer at al., 2020;Ürek & Çoramık, 2021;Samara & Kotsis, 2023). The problem of this research was the adoption of concepts about magnetic phenomena in the primary science teaching.…”

Section: Methodsmentioning

confidence: 99%

See 1 more Smart Citation

How Primary Students Understand the Concept of Magnetism

Bošnjak Stepanović,

Balać,

Gavrilović

et al. 2023

SIJ

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Magnets are a part of students’ daily experience, whether within technical devices, souvenirs, toys or included in various school experiments. The aim of this research was to gain insight into the way primary students understand magnetism and to estimate the effect of teaching to the development of concepts about magnetism. For the purpose of this research, a diagnostic knowledge test was designed which includes teaching content about the concept of magnets, their properties, interaction and application. A total of 160 of second, third and fourth grade students attending elementary schools „Siniša Glavašević“ and „Nikola Andrić“ from Vukovar and „Bijelo Brdo“ from Bijelo Brdo, Republic of Croatia, were included in the study. The results showed that there were no statistically significant differences in knowledge test scores among girls and boys. The knowledge test achievements according to age (second, third and fourth grade) were statistically significant between second and third grade, as well as second and fourth. The difference in test scores between third and fourth grade students was observed, but it was not statistically significant. The analysis of students’ responses according to each test question confirmed the absence of differences according to gender but significant differences according to age, as well as the persistence of some typical misconceptions. The overall level of knowledge test achievement was rather low throughout the sample, indicating that primary students lack sufficient knowledge and that the majority of students fail to completely and accurately answer the questions about magnetic phenomena. Based on the results of this study it could be concluded that the process of developing concepts about magnetism within the course Nature and Society from the second to the fourth grade is insufficiently effective. We recommend that the contents about magnetism should be studied from the very beginning of primary school education. Furthermore, it is necessary to apply innovative teaching methods, strategies and models, while connecting these contents with students’ everyday experiences.

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Section: Discussionmentioning

confidence: 99%