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Vernacular Misconceptions in Teaching Science – Types and Causes

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dc.abstract.enThe aim of this study was to identify, classify and describe different types of vernacular misconceptions assessed with the items used in a study named Laboratory of Thinking, Diagnosis of Science Education in Poland. We provide an outline of contemporary conceptual change theories and establish a typology of misconceptions where it was distinguished as amphibological, pseudodeictic, hypernimical-hyponimical and contextual ones. The vernacular misconceptions arise when students’ experience problems with the usage of certain scientific language phrases and they may appear in people of all ages, professions and backgrounds. Selected items, together with their detailed description are discussed as well as the possible influence of misconceptions on the students’ learning process.
dc.affiliationUniwersytet Warszawski
dc.contributor.authorSpalik, Krzysztof
dc.contributor.authorGrajkowski, Wojciech
dc.contributor.authorChrzanowski, Marcin
dc.contributor.authorOstrowska, Elżbieta
dc.contributor.authorŻuchowski, Szymon
dc.date.accessioned2024-01-26T11:46:21Z
dc.date.available2024-01-26T11:46:21Z
dc.date.issued2018
dc.description.financeNie dotyczy
dc.description.number4
dc.description.volume15
dc.identifier.doi10.12973/TUSED.10244A
dc.identifier.issn1304-6020
dc.identifier.urihttps://repozytorium.uw.edu.pl//handle/item/124602
dc.identifier.weblinkhttps://www.proquest.com/docview/2200828141?pq-origsite=gscholar&fromopenview=true
dc.languageeng
dc.pbn.affiliationeducational sciences
dc.relation.ispartofJournal of Turkish Science Education
dc.relation.pages29-54
dc.rightsClosedAccess
dc.sciencecloudnosend
dc.subject.enVernacular Misconception Misconception Conceptual Change Theory Science Items Science languag
dc.titleVernacular Misconceptions in Teaching Science – Types and Causes
dc.typeJournalArticle
dspace.entity.typePublication