negahban negahban; golamali ahmadi; masoud kabiri
Volume 14, Issue 48 , April 2020, , Pages 127-143
Abstract
The present research performed based on TIMSS 2015 to identify the 4th grade students’ misconceptions in experimental science lesson. The second analysis method used as research method. The data of 8035 students that selected in TIMSS-2015 study as research sample considered in present research. ...
Read More
The present research performed based on TIMSS 2015 to identify the 4th grade students’ misconceptions in experimental science lesson. The second analysis method used as research method. The data of 8035 students that selected in TIMSS-2015 study as research sample considered in present research. Based on theoretical history considereations three misconceptions in geo-science, three misconceptions in physics science and four misconceptions in bioscience areas identified as common misconceptions amont primary school students in Science lessons that it could be investigated them by Persian students’ responses in TIMSS-2015 study. The misconceptions such as light intensity changes due to change of distance between sun and earth, earth rotation around the sun, the fixed situation of moon and its light intensity (the geo-science area), the bulb as electricity energy production source and the plastic as the best thermal conductor (the physic sicence area), food eating by all live creatures and considering the trees as non-alive creatures (bio-science area) verified among Persian students but three other misconceptions didn’t verify. By given to obtained results in relation to three misconceptions that identified in geo-science area, the attention to effective training the planetary conceptions and correcting the present misconceptions become more important than before. In addition, the high rate of misconceptions that identified in physics science in relation to thermal condoctur showed that it is necessary to emphasis on this part more.
