Identifikovanje učeničkih alternativnih shvatanja o plivanju i tonjenju tela

Abstract

U ovom radu prikazani su rezultati testa namenjenog identifikovanju učeničkih alternativnih shvatanja o plivanju i tonjenju tela, koji je prvi put primenjen u Srbiji. Pod alternativnim podrazumevamo učenička shvatanja koja važe samo u posebnim uslovima ili predstavljaju zablude. Test kojim su ispitivana alternativna shvatanja o plivanju i tonjenju tela konstruisali su Jin i saradnici, pri čemu je u ovom istraživanju od učenika dodatno traženo da detaljno obrazlože odabrane odgovore. Ispitivana je i veza alternativnih shvatanja sa nivoom kognitivnog razvoja, merenog Bondovim testom logičkih operacija (Bond's Logical Operations Test - BLOT). Istraživanje je sprovedeno na prigodnom uzorku koji čine 153 učenika sedmog razreda osnovne škole iz Užica. Rezultati pokazuju da većina učenika ima alternativna shvatanja, kao i da postoji statistički značajna veza sa nivoom kognitivnog razvoja. Najznačajnije implikacije istraživanja odnose se na važnost identifikovanja prirode alternativnih shvatanja učenika kako bi nastavnici na odgovarajući način podstakli razvoj naučnih pojmova.

The paper presents the results of a test aimed at the identification of the student's alternative views on swimming and sinking of the body, used for the first time in Serbia. 'Alternative' here relates to the student's views which are valid in special conditions or are misapprehensions. Yin and associates construed a test for examining alternative views on swimming and sinking of the body, and in our research the students were asked to additionaly explain their answers. The relation of the alternative views and the level of cognitive development, measured by Bond's Logical Operations Test (BLOT), was also examined. The research was done on an adequate sample of153 students of the seventh grade of an elementary school in Užice. The results show that the majority of the students have alternative views and that there is statistically significant relation to the level of cognitive development. The most important implications are related to the importance of the identification of the nature of the students' alternative views so that the teachers would be able to adequately stimulate the development of scientific concepts.