Misconceptions are widely present among the students of all ages. The aim of this investigation was to determine the presence of misconceptions in understanding physical properties of water and to identify the most common ones. Quantitative analysis of data from the diagnostic conceptual test was performed on a sample of 243 first and third grade students from three elementary schools in Sombor, Serbia. It was shown that the impact of gender and school affiliation were not proven to be statistically significant factors in test achievements, while the children’s age significantly affects test results, as expected. Synthetic and scientifically correct answers were more frequent among the third grade students, while spontaneous answers were more common among the first graders. Nevertheless, a significant proportion of spontaneous answers implies that misconceptions about physical properties of water are almost identical and deep-rooted among students of both ages. Identifying children’s misconceptions provides a basis for development of accurate conceptual understanding.
- Allen, M. (2010). Misconception in Primary Science. New York: Open University Press.
- Bošnjak Stepanović, M., Gorjanac Ranitović, M. (2016). Implementation of the Project-based Learning - Opportunities and Difficulties. Proceedings “Education and the social challenges at the beginning of the 21st century” (ed. D. Petrovic and M. Antolovic). Faculty of Education in Sombor, University of Novi Sad, p. 152-172.
- Harlen, W. (2013). Assessment & Inquiry-Based Science Education: Issues in Policy and Practice. Global Network of Science Academies (IAP) Science Education Programme (SEP), Italy.
- Jablonsky, T. (2009). Cooperative learning as an innovative trend in education. The New Educational Review, 19 (3-4), 17-28.
- Kikas, E. (2010). Children’s thinking. Clouds, rain, and rainbow in children’s explanations. Folklore, 44, 113-130.
- Kubiatko, M. & Prokop, P. (2009). Pupil’s understanding of mammals: An investigation of the cognitive dimension of misconceptions. Orbisscholae, 3 (2), 97-112.
- Obadović, D., Rančić, I., Cvjetićanin, S. & Segedinac, M. (2013). The impact of implementation of simple experiments on the pupils’ positive attitude in learning science contest in primary school. The New Educational Review, 34 (4), 137-150.
- Pallant, J. (2010). SPSS survival manual: A step by step guide to data analysis using the SPSS program. 4t Edition, McGraw Hill, New York.
- Pavlović - Babić, D. i Baucal, А. (2010). Nauči me da mislim, nauči me da učim. PISA 2009 u Srbiji: prvi rezultati (Teach me to think teach me to learn. PISA 2009 in Serbia: first results). Beograd: Institut za psihologiju Filozofskog fakulteta.
- Pеtrоvić, V. (2006). Rаzvој nаučnih pојmоvа u nаstаvi pоznаvаnjа prirоdе (Development of scientific concepts in science teaching). Јаgоdinа: Učitеlјski fаkultеt u Јаgоdini, Univеrzitеt u Krаguјеvcu.
- Pine, К., Messer, D. & St. John, K. (2001). Children’s Misconceptions in Primary Science: A Survey of teachers’ views. Research in Science & Technological Education, 19 (1), 79-96.
- Smolleck, L. & Hershberger, V. (2011). Playing with Science: An Investigation of Young Children’s Science Conceptions and Misconceptions. Current Issues in Education, 14 (1), 1-32.
- Taylor, A. & Kowalski, P. (2004). Naïve Psychological science: The prevalence, strength, and sources of misconceptions. The Psychological Record, 54, 15-25.
- Yin.Y., Tomita, M., Shavelson, R. (2008). Diagnosing and Dealing with Student Misconceptions: Floating and Sinking. Science Scope, April/May 2008, 34-39.