DEČJE MISKONCEPCIJE O SVETLOSNIM FENOMENIMA

Abstract

In the context of the subjects World around us and Nature and Soci- ety, numerous complex and abstract natural phenomena are studied, which students often misinterpret. The first step in these teaching situations is gaining a deeper insight into the meaning and sources of such naive beliefs. The aim of this research was to investigate misconceptions of students from the first to the fourth grade of elementary school about light phenomena such as sources and propagation of light, nature of sight, transparency of materials, reflection and refraction of light, and shadows, through interviews. Conversa- tions with 24 students, six from each grade, from three elementary schools in Sombor and the surrounding area, were recorded and transcribed. Students’ responses were classified based on similarities and categorized as spontaneous, mixed, “I don’t knowˮ, and scientific. The results indicate the presence of a large number of diverse misconceptions about the examined concepts regardless of the students’ age. Specifically, students often define light based on visible effects it creates (glowing, sparkling, shining) as opposed to darkness (il- luminating darkness, which is not dark), by listing examples of light sources (fire, the Sun, light bulbs, car headlights), and through incomplete descriptions of its nature (source of energy, heat, or life). Widespread misconceptions were also confirmed, such as the Moon being a source of light, light “existingˮ only in sources and on illuminated surfaces (light cannot pass through the air because..., it cannot pass through water because...), and some objects (white paper, fluorescent vest) being visible without light. Unlike the concept of material transparency, which is clear to most students, understanding the formation and characteristics of shadows (shape, position, size, and number) as well as the phenomena of reflection and refraction of light is much more challenging. It can be concluded that within the context of predominantly traditionally designed teaching practices, concept of light represents a significant challenge for younger students. To introduce these and similar concepts correctly into students’ system of concept, adequate and effective teaching ap- proaches are necessary, taking into account children’s misconceptions, the detection of which is also facilitated by this research.