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Misconoscenze di fisica nella scuola del primo ciclo: un questionario didattico

Antonio Calvani, Matteo Leone, Matteo Torre

Abstract


PHYSICS MISCONCEPTIONS IN FIRST CYCLE SCHOOL: AN EDUCATION QUESTIONNAIRE

Abstract

The achievement of an adequate level of scientific knowledge is unanimously recognized as an important milestone, not only for training future scientists but above all to enable the new generations to possess important skills for responsible and critically informed citizenship. Regarding Italy, international comparisons highlight the accentuation of specific critical issues in this area. Concerning the search for teaching actions aimed at improving the understanding of physical phenomena, it remains fundamental to understand the preconceptions from which students start and the cognitive obstacles that these entail. We have prepared and validated a questionnaire with the aim of highlighting the most common critical elements in the explanation of physical phenomena by students aged 11-14. The collected data confirm the presence of widespread misconceptions already reported in the literature, which it is appropriate to bring to the attention of teachers. The questionnaire is complemented by formative feedback intended to provide initial indications for their revision.


Keywords


Assessment; Cognitive change; Elementary knowledge of physics; Foreknowledge; Science teaching; Cambiamento cognitivo; Conoscenze elementari di fisica; Didattica della Scienza; Preconoscenze; Valutazione

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References


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DOI: https://doi.org/10.7358/ecps-2024-029-calv

Copyright (©) 2024 Matteo Torre, Antonio Calvani, Matteo Leone – Editorial format and Graphical layout: copyright (©) LED Edizioni Universitarie

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Journal of Educational, Cultural and Psychological Studies (ECPS)
Registered by Tribunale di Milano (19/05/2010 n. 278)
Online ISSN 2037-7924 - Print ISSN 2037-7932

Research Laboratory on Didactics and Evaluation - Department of Education - "Roma Tre" University

Executive Editor: Gaetano Domenici - Associate Executive Editor & Managing  Editor: Valeria Biasci
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