Knowledge in shadow – misconceptions related to light phenomena that are retained in spite of education

Abstract

The paper Knowledge in shadow - misconceptions related to light phenomena that are retained in spite of education by Gordana Miščević, Sanja Blagdanić and Marija Bošnjak Stepanović emphasizes the need to point out the importance of initiating science education at an early age. In both children and adults, knowledge related to natural phenomena is created through interaction with the environment and through social interaction (with adults and peers), as well as through formal and informal learning situations. The aim of this research is to identify the frequency of various misconceptions related to light phenomena in fourth-grade students and primary school class teachers. Findings of this research reveal that the majority of students show a misconception related to the apparent change of the Sun’s position during daylight. Teachers mostly show no dilemma regarding shadow shape, and the same holds true for approximately two thirds of students. Additional findings are presented and discussed in the paper. Teachers should have an insight into the most frequent and typical misconceptions of students in order to identify them and react to them adequately. One of the main roles of the educational system is to identify these misconceptions and help students overcome them