Relationship of IQ with Alternative Ideas of Primary School Students on the Concepts of Force and Weight



Abstract Views
301

Downloads
272

Citations

Share

##plugins.themes.bootstrap3.article.sidebar##

Submitted Dec 6, 2022
Published Jan 12, 2023
10.24018/ejedu.2023.4.1.544

Abstract viewed = 301 times

Table of Contents

##plugins.themes.bootstrap3.article.main##

This paper presents the results of the empirical research carried out on students in the Sixth grade of Primary School in the city of Ioannina, Greece, regarding the alternative ideas they have about the concepts of force and weight concerning the intelligence index of each student, which was measured with the WISC-III tool. The research results show a linear relationship between the IQ and the number of correct answers the student gave.

Keywords: alternative ideas, IQ, primary school, physics.

References

  1. Bayraktar, S., (2009). Misconceptions of Turkish pre-service teachers about force and motion. International Journal of Science and Mathematical Education, 7(2), 273–291.
     Google Scholar
  2. Brown, D., (1989). Students’ concept of force: the importance of understanding Newton’s third law. Physics Education, 24, 353.
     Google Scholar
  3. Driver, R. (1984). Cognitive psychology and pupil’s frameworks in mechanics, in Lijnse, P. (ed.), The many faces of teaching and learning mechanics in secondary end early tertiary education. Proceedings of the conference on physics education, August, Utrecht; GIPERS/SVO/UNESCO, WCC, Utrecht, 1985, 227.
     Google Scholar
  4. Enderstein, L. G., & Spango, P. E., (1996). Beliefs regarding force and motion: a longitudinal and cross-cultural study of South African school pupils. International Journal of Science Education, 18(4), 479–492.
     Google Scholar
  5. Galili, I., & Bar, V., (1992). Motion implies force: where to expect vestiges of the misconception? International Journal of Science Education, 14(1), 63–81
     Google Scholar
  6. Georgas, D., Paraskevopoulos Ι., Mpezevegkis, H, & Giannitsas N.D., (1997). Ελληνικό WISC-III: Οδηγός εξεταστή, Αθήνα, [Greek WISC-III: Examiner's Guide]. Ελληνικά Γράμματα (Ellinika Grammata).
     Google Scholar
  7. Halloun, I., (1998). Schematic concepts for schematic models of the real world: the Newtonian concepts of force. Science Education, 82(2), 239–263.
     Google Scholar
  8. Jimoyiannis, A., & Komis, V., (2003). Investigating Greek Students’ Ideas about Forces and Motion. Res Sci Educ, 33, 375–392
     Google Scholar
  9. Kaufman, S. (1994). Intelligent testing with the WISC-III. New York: Wiley
     Google Scholar
  10. Kotsis K.T. (2011). Ερευνητική Προσέγγιση του διαχρονικού χαρακτήρα των εναλλακτικών ιδεών στη διδακτική της φυσικής, Εκδόσεις Πανεπιστημίου Ιωαννίνων, Ιωάννινα. [Empirical research to the timeless character of alternative ideas in the Didactics of Physics]. Book, University of Ioannina.
     Google Scholar
  11. Kotsis K.T. and Kolovos C, (2002). Οι εναλλακτικές αντιλήψεις των παιδιών, η εννοιολογική αλλαγή και η διάρκεια γνώσης από την διδασκαλία στο ∆ηµοτικό στην έννοια της δύναμης, στο Μαργετουσάκη Αθ. &. Μιχαηλίδης Π.Γ (επ.) Πρακτικά 3ου Πανελλήνιου Συνεδρίου για την «Διδακτική των Φυσικών Επιστημών και των Νέων Τεχνολογιών στην Εκπαίδευση», Ρέθυμνο, 250–256. [Children’s alternative perceptions, conceptual change, and duration of knowledge from primary school teaching in the concept of power]. Procceding of the 3rd Conference for Didactics of Sciences and New Technologies in Education.
     Google Scholar
  12. Kotsis K.T. and Vemis K., (2002). Οι εναλλακτικές αντιλήψεις των παιδιών, η εννοιολογική αλλαγή και η διάρκεια γνώσης από την διδασκαλία στο ∆ηµοτικό για φαινόμενα που στηρίζονται στον τρίτο νόμο του Νεύτωνα, στο Μαργετουσάκη Αθ. &. Μιχαηλίδης Π.Γ (επ.) Πρακτικά 3ου Πανελλήνιου Συνεδρίου για την «Διδακτική των Φυσικών Επιστημών και των Νέων Τεχνολογιών στην Εκπαίδευση», Ρέθυμνο, 257-262. [Children’s alternative perceptions, conceptual change and duration of knowledge from primary school teaching about phenomena based on Newton's third law]. Procceding of the 3rd Conference for Didactics of Sciences and New Technologies in Education.
     Google Scholar
  13. Kruger, C., Palacio, D., Summers, M. (1992). Surveys of English primary teachers’ conceptions of force, energy, and materials. Science Education, 76(4), 339–351.
     Google Scholar
  14. Mohapatra, J. K., & Bhattacharyya, S (1989). Pupils, teachers, induced incorrect generalization and the concept of “force.” International Journal of Science Education, 11, 429–436.
     Google Scholar
  15. Motti-Stefanidi F., (1999)., Αξιολόγηση της Νοημοσύνης παιδιών σχολικής ηλικίας και εφήβων. Εγχειρίδιο για ψυχολόγους. Αθήνα: Ελληνικά Γράμματα [Assessment of the Intelligence of school children and adolescents]. Handbook for psychologists. Book, Athens.
     Google Scholar
  16. Mullet E., and Gervais H., (1990). Distinction between the concepts of weight and mass in high school students. International Journal of Science Education, 12(2), 217–226
     Google Scholar
  17. Neisser, U., Boodo, G., Bouchard, T.J.,Jr.,Boykin, A.W., Brody,N., Ceci, S.J., Halpern, D.F., Loehlin, J.C., Perloff, R.,Sternberg, R.J.,& Urbina,S. (1996), Νοημοσύνη: Τι είναι γνωστό και τι δεν είναι, (Επιμέλεια ελληνικής μετάφρασης, Α. Ευκλείδη 1997) [Intelligence: What is known and what is not]. Ψυχολογία, 4 (1), 48–93
     Google Scholar
  18. Roggerio S, Cartielli A., Dupre F., and Vicentini-Missoni M., (1985). Weight, gravity and air pressure; mental representations by Italian middle-school pupils. European Journal of Science Education, 7(2), 181–194.
     Google Scholar
  19. Sjobery S. and Lie S., (1981). Ideas about force and movement among Norwegian pupils and students. Institute of Physics Report Series: Report 81-11, University of Oslo.
     Google Scholar
  20. Stead K. and Osborne R., (1980). Gravity, [LISP Working Paper 20, Science Education Research Unit, University of Waikato, Hamilton, New Zealand].
     Google Scholar
  21. Stylos, G., Evangelakis G. A., and Kotsis, K. T., (2008). Misconceptions on classical mechanics by freshman university students: A case study in a Physics Department in Greece, Themes in Science and Technology Education, 1, (2), 157–177.
     Google Scholar
  22. Watts D.M., (1982). Gravity–do not take it for granted. Physics Εducation, 17, 116–121.
     Google Scholar


Most read articles by the same author(s)