Children’s conception of selected environmental concepts in pupils of the primary and lower-secondary school

Main Article Content

Věra Pavlátová

Abstract

Teachers’ understanding of which concepts (= phenomena) pose problems for pupils, is a prerequisite for successful teaching. It is possible, however, that pupils see the difficulty of the phenomena differently from the teacher. In our research, we compare the perception of the difficulty of 20 selected environmental phenomena by teachers of 10 primary and lower-secondary schools (N=60; the research tool was a questionnaire) and their pupils (N=1341; the research tool was a cognitive test). In addition to perceiving the difficulty, we were also interested in understanding the meaning and the conception of this understanding.
Using the methodological triangulation, we further worked with 8 phenomena which proved to be the most difficult for the pupils according to the results of the cognitive test while using follow-up qualitative research, where the research tool was a conceptual map (N=79) supplemented by an interview (N=4) with some respondents (= R).
A statistically significant difference in the understanding of the significance of the phenomena was found, depending on the research tool used (Z=6.8, p <.001). Possible reasons for childhood conceptions and misconceptions are discussed here, which, according to the research results, persist with the age of the pupils.

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Article Details

How to Cite
Pavlátová, V. (2019). Children’s conception of selected environmental concepts in pupils of the primary and lower-secondary school. Envigogika, 14(1). https://doi.org/10.14712/18023061.585
Section
Reviewed Papers

References

Allen, M. (2015). Preschool children's taxonomic knowledge of animal species. Journal of Research in Science Teaching, 52(1), 107–134. doi: 10.1002/tea.21191
Anderson, Ch. W., Sheldon, T. H. & Dubay, J. (1990). The effects of instruction on college nonmajors' conceptions of respiration and photosynthesis. Journal of Research in Science Teaching, 27(8), 761-776. doi: 10.1002/3660270806
Bajd, B., Praprotnik, R. & Matyášek, J. (2010). Co znají studenti o dýchání: Srovnání slovinských a českých vysokoškoláků. Škola a zdraví 21, Výchova ke zdraví: souvislosti a inspirace, 235-241
Boyes, E., Chambers,W. & Stanisstreet, M. (1995). Trainee primary teachers’ ideas about the ozone layer. Environmental Education Research, 1(2), 133–145. doi: 10.1080/1350462950010201.
Boyes, E., Stanisstreet, M. & Papantoniou, V. S. (1999). The ideas of Greek high school students about the ozone layer. Science Education, 83(6), 724-737. doi: 10.1002/1098237X19991183.
Brehm, S., Anderson, C. W. & DuBay, J. (1986). Ecology: A teaching module. Occasional paper No. 94. East Lansing: The Institute for Research on Teaching. Dostupné z:
Butler, J., Mooney Simmie, G. & O'Grady, A. (2015). An investigation into the prevalence of ecological misconceptions in upper secondary students and implications for pre-service teacher education. European Journal of Teacher Education, 38(3), 300-319. doi: 10.1080/02619768.2014.943394.
Cañal, P. (1999). Photosynthesis and "Inverse Respiration" in Plants: An Inevitable Misconception? International Journal of Science Educatio, 21(4), 363-371. doi: 10.1080/095006999290598.
Cherrett, J. M. (1989). Key concepts: The results of a survey of our members' opinions. In J. M. Cherrett (Ed.), Ecological concepts (pp. 1-16). Oxford: Blackwell Scientific Publications.
Chráska, M., (2016). Metody pedagogického výzkumu: základy kvantitativního výzkumu. Vyd. 2. Praha: Grada
Chytrý, V. & Kroufek, R. (2017). Možnosti využití Likertovy škály – základní principy aplikace v pedagogickém výzkumu a demonstrace na příkladu zjišťování vztahu člověka k přírodě. Scientia in educatione, 8(1), 2-17. Dostupné z:
Cimer, S. O., Cimer A. & Ursavas, N. (2011). Student teachers’ conceptions about global warming and changes in their conceptions during pre-service education: A cross sectional study. Academic Journals, 6(8), 592-597.
Çinar, D. (2016). Science student teachers' cognitive structure on the concept of "food pyramid". International Education Studies, 9(7), 21-34. doi:10.5539/ies.v9n7p21.
Çokadar, H. (2012). Photosynthesis and respiration processes: Prospective teachers' conception levels. Education, 37(164), 81–93.
Committee on undergraduate science education (1997). ‘Science Teaching Reconsidered (A Hand book)’pp. 27-32, Washington, D. C., National Academy Press. Dostupné z:
Činčera, J. (2007). Environmentální výchova: od cílů k prostředkům. Brno: Paido
Čipková, E., Karolčík, Š. & Vörösová, N. (2017). Korekcia miskoncepcií žiakov o fotosyntéze a dýchaní rastlín prostredníctvom bádateľsky orientovaného vyučovania. Biologie-Chemie-Zeměpis, 26(3), 24-34.
Darcin, E. S., Bozkurt, O., Hamalosmanoglu, M., & Kose, S. (2006). İlköğretim öğrencilerinin sera etkisi hakkındaki bilgidüzeylerinin ve kavram yanılgılarının tespit edilmesi. International Journal of Environmental and Science Education, 1(2), 104-115.
Dimec, D. S. & Strgar, J. (2017). Scientific conceptions of photosynthesis among primary school pupils and student teachers of biology. CEPS Journal, 7(1), 49-68. URN:nbn:de:0111-pedocs-129587.
Djanette, B. (2014). Determination of University Students’ Misconceptions about Light Using Concept Maps. Procedia - Social and Behavioral Sciences, 152, pp. 582-589. doi: 10.1016/j.sbspro.2014.09.247.
Doulík, P. & Škoda, J. (2008). Diagnostika dětských pojetí a její využití v pedagogické praxi. Vyd. 1. Ústí nad Labem: Univerzita Jana Evangelisty Purkyně v Ústí nad Labem.
Dove, J. (1996). Student teacher understanding of the greenhouse effect, ozone layer depletion and acid rain. Environmental Education Research, 2(1), 89–100. doi: 10.1080/1350462960020108.
Driver, R., Squires, A., Rushworth, P., & Wood-Robinson, V. (1994). Making sense of secondary science: Research into children’s ideas. New York: Routledge.
Francek, M. (2013). A compilation and review of over 500 geoscience misconceptions. International Journal of Science Education, 35(1), 31-64. doi: 10.1080/09500693.2012.736644.
Fries-Gaither, J. (2009). Common misconceptions about biomes and ecosystems. Beyond Penguins and Polar Bears. The Ohio State University. Dostupné z: .
Gallegos, L., Jerezano, M. E. & Flores, F. (1994). Preconceptions and relations used by children in the construction of food chains. Journal of Research in Science Teaching, 31 (3), 259–272. doi: 10.1002/tea.3660310306.
Gavora, P. (1996). Výzkumné metody v pedagogice. Brno: Paido.
Glažar, S. A., Vrtačnik, M. & Bačnik, A. (1998). Primary school children's understanding of municipal waste processing. Environmental Education Research, 4(3), 299-308. doi: 10.1080/1350462980040305.
Griffiths, A. K. & Grant, B. A. C. (1985). High school students' understanding of food webs: Identification of learning hierarchy and related misconceptions. Journal of Research in Science Teaching, 22(5), 421-436. doi: 10.1002/tea.3660220505.
Haslam, F. & Treagust, D. F. (1987). Diagnosing secondary students' misconceptions of photosynthesis and respiration in plants using a two-tier multiple choice instrument. Journal of Biological Education. 21(3), 203-211. doi: 10.1080/00219266.1987.9654897.
Hazel, E. & Prosser, M. (1994). First-year university students’ understanding of photosynthesis, their study strategies & learning context. The American Biology Teacher, 56 (5), 274-279. doi: 10.2307/4449820.
Hendl, J., (2015). Přehled statistických metod: analýza a metaanalýza dat. Páté, rozšířené vydání. Praha: Portál.
Hendl, J. (2016). Kvalitativní výzkum: základní teorie, metody a aplikace. Čtvrté, přepracované a rozšířené vydání. Praha: Portál.
Hershey, D. R. (2005). Avoid misconceptions when teaching about plants. California Journal of Science Education, 5(2), 69-84. Dostupné z:
Holcombe, M. & Shonka, A. (1993). Conceptual mapping: A tool for self-reflection. Clearing House, 67(2), 83-84. Dostupné z:
Ikonomidis, S., Papanastasiou, D., Melas, D., & Avgoloupis, S. (2012). The anthropogenic ‘greenhouse effect’: Greek prospective primary teachers’ ideas about causes, consequences and cures. Journal of Science Education and Technology, 21(6), 768-779. doi: 10.1007/s10956-012-9365-0.
Irvine, L. (1995). Can concept mapping be used to promote meaningful learning in nursing education? Journal of Advanced Nursing, 21, 1175–1179. Dostupné z:
Kastning, E. & Kastning, K. (1999). Misconceptions about caves and karst: Common problems and educational solutions. Proceedings of the 14th national cave and karst management, pp. 99–107. New York: Columbia University. Dostupné z: .
Köse, S. (2008). Diagnosing student misconceptions: Using drawings as a research method. World Applied Sciences Journal, 3(2), 283-293.
Lavoie, D. R. (1997). “Using a Modified Concept Mapping Strategy to Identify Students’ Alternative Scientific Understandings of Biology.” Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, Chicago, IL, March 21–24.
Marmaroti, P. & Galanopoulou, D. (2006). Pupils' understanding of photosynthesis: A questionnaire for the simultaneous assessment of all aspects. International Journal of Science Education, 28(4), 383-403. doi: 10.1080/09500690500277805.
Marx, J. (1992). Ekologické hry. DDM Olomouc.
Mĺkva, M. & Held, Ľ. (2013). Miskoncepcie pojmov organickej chémie u absolventov základných škôl po školskej reforme na Slovensku. Scientia in Educatione, 4(2), 3-19. Dostupné z:
Munson, B. H. (1994). Ecological misconceptions. Journal of Environmental Education, 25(4), 30-34. doi: 10.1080/00958964.1994.9941962.
Novak, J. D. & Gowin, D. B. (1984). Learning How to Learn. New York: Cambridge University Press.
Nuutinen, J. A. & Sutinen, E. (2003). Visualisation of the learning process using concept mapping. Proceedings 3rd IEEE international conference on advanced technologies, Athens, Greece. doi: 10.1109/ICALT.2003.1215117.
NÚV (2017). Rámcový vzdělávací program pro základní vzdělávání. Praha: MŠMT. Dostupné z:
Orbanić, N. D., Dimec, D. S. & Cencič, M. (2016). The effectiveness of a constructivist teaching model on students' understanding of photosynthesis. Journal of Baltic Science Education, 15(5), 575-587. Dostupné z:
Osuská, Ľ. & Pupala, B. (1996). „To je ako zázrak prírody": fotosyntéza v žiakovom poňatí. Pedagogika, 56(3), 214- 223.
Overwijk, M. & Kiel, J. (2014). Facts and myths about the use of biomass, ECN. Dostupné z:
Özay, E. & Öztas, H. (2003). Secondary students' interpretations of photosynthesis and plant nutrition. Journal of Biological Education. 37(2), 68-70. doi: 10.1080/00219266.2003.9655853.
Pavlátová, V. & Kroufek, R. (2018). Pohled učitelů na obtížnost vybraných environmentálních pojmů v učebnicích pro základní školy. Scientia in educatione, 9(2), 55-79. Dostupné z:
Piaget, J. (1999). Psychologie inteligence. Praha: Portál.
Prokša, M. (2007). Pojmové mapy ako výskumný a diagnostický prostriedok v chemickom vzdelávaní. Dostupné z:
Ray, A. M. & Beardley B. M. (2008). Overcoming Student Misconceptions about Photosynthesis: A Model- and Inquiry-Based Approach Using Aquatic Plants. Science Activities, 45(1), 13-22. doi: 10.3200/SATS.45.1.13-22.
Rode, S., & Dimec, D. S. (2012). The conception of photosynthesis. A Pinch of Science, 16 (3), 4-7.
Schubertová, R. & Bednárová, M. (2018). Využitie pojmového mapovania pri skúmaní predstáv žiakov a študentov o prepojení orgánových sústav. Scientia In Educatione, 9(1), 104-121. Dostupné z: < http://www.scied.cz/index.php/scied/issue/viewIssue/111/12>
Šindelková, M. & Plucková, I. (2015). Nejčastější miskoncepty žáků základních škol vycházející z pojmu ochrana v chemickém kontextu. In H. Cídlová (Ed.), XXIV. Mezinárodní konference o výuce chemie Didaktika chemie a její kontexty, Brno, Masarykova Univerzita, 209-219.
Škoda, J. & Doulík, P. (2005). Metaanalýza výzkumu dětských pojetí fenoménů z oblasti přírodovědného vzdělávání. In J. Škoda & Doulík, P. (eds.) Pedagogicko-psychologické aspekty dětských pojetí. Sborník příspěvků z mezinárodní elektronické konference (47-55). Ústí nad Labem: UJEP.
ŠPÚ (2015). Štátny vzdelávací program; nižšie stredné vzdelávanie – 2. stupeň základnej školy. Bratislava: ŠPÚ. Dostupné z:
ŠPÚ (2015). Štátny vzdelávací program; primárne vzdelávanie – 1. stupeň základnej školy. Bratislava: ŠPÚ. Dostupné z:
Švandová, K. (2013). Identifikace mylných představ z fyziologie rostlin prostřednictvím dvojúrovňového testu. Zlín: Študentské fórum XIII., 2013. s. 21-36.
Tlala, B., Kibirige, I., & Osodo, J. (2014). Investigating grade 10 learners’ achievements in photosynthesis using conceptual change model. Journal of Baltic Science Education, 13 (2), 155-164. Dostupné z:
Treagust, D. F. & Haslam, F. (1986). Evaluating secondary students‘ misconceptions of photosynthesis and respiration in plants using a two-tier diagnostic instrument. 59th annual meeting of the National association for research in science teaching, Sand Francisco, California, March 28-31.
Yenilmez, A. & Tekkaya, C. (2006). Enhancing students' understanding of photosynthesis and respiration in plant through conceptual change approach. Journal of Science Education, 15(1), 81–87. doi: 10.1007/s10956-006-0358-8.