I was concerned with the preconceptions of the pupils in the area of geometric optics in my diploma work. I did the research among the pupils of grammar schools and multi-annual secondary schools. The used test contained ten questions. My choice of the questions was based on the researches concerning the misconceptions in optics that have been already done. I also mention the survey of these researches in my diploma work. I compiled the summary of the textbooks that are used at grammar schools and in the lower degrees of secondary schools in the next part. These textbooks are focused on the topics contained in the questions of the test. The survey of the testing results creates main part of my diploma work. I tested before and after the teaching of optics 162 pupils from eight classes of grammar schools and multi-annual secondary schools took part in the investigation. The table with the most frequent misconceptions that were ascertained during the testing is part of this survey. I devoted to the differences in the results between the pupils from grammar schools and multi-annual secondary schools and also the differences in the results of boys and girls.

The main purpose of this study was to investigate the effects of gender on different categories of tenth grade students&#039 / misconceptions about force and motion. The Force Concept Inventory Test (FCI), Mechanics Baseline Test (MBT), Physics Attitude Scale (PAS) and Experience Questionnaire About Force and Motion (EQFM) were developed by the researcher to assess students&#039 / misconceptions, achievement, attitudes, and experiences, respectively. There were nine dependent (students&#039 / total scores on the FCI and their scores on eight misconception categories (Kinematics, Impetus, Active Force, Action/Reaction Pairs, Concatenation of Influences, Other Influences on Motion, Resistance and Gravity)) and six independent (students&#039 / gender, MBT scores, attitude, experience, school type and age) variables involved in this study. This study was conducted with 10 schools / 20 classes / total of 651 10th grade high school students in the academic year of 2002-2003. For each school, two classes were used in the study. MBT, PAS, FCI and EQFM were administered. Findings of the FCI and MBT indicated that general performances of the subjects were relatively low and many students have misconceptions in interpreting force and motion. The statistical results indicated that gender difference is effective on students&#039 / misconceptions in force and motion. When the data were analyzed using MANOVA, gender difference was observed on the collective dependent variables of scores on total FCI, and on misconception categories of Impetus, Active Force, Resistance and Gravity in favor of males although there were no significant difference on scores of both groups on the other categories of misconceptions. Moreover, when the same data were analysed using MANCOVA, while controlling students&#039 / age, attitude, experience, achievement scores, and school types, observed difference on the misconception categories of Active Force and Resistance were disappeared.

This thesis deals with the preconceptions and misconceptions of students in the field of heat and temperature. Here is an overview of textbooks for elementary and secondary schools with topics concerning heat and temperature. This thesis contains a brief characteristic of notions preconceptions and misconceptions, characteristic of Active Learning methods and characteristic of Interactive Lecture Demonstrations. This thesis also contains research of Students preconceptions and misconceptions about heat and temperature (mainly students of grammar schools). For this research was used HTCE test. Results of the research are processed for all students and for students of each class. There are three worksheets (translated from English), which should help with removing misconceptions.

Title: Pupil's preconceptions about heat and temperature Author: Jiri Schamberger Department: Department of Physics Education Supervisor: RNDr. Dana Mandikova, CSc., Department of Physics Education Advisor: Mgr. Petr Kacovsky Abstract: This thesis deals with the preconceptions of students in the field of heat and temperature. First, here is an overview of textbooks for elementary and secondary schools with topics concerning heat and temperature, and an overview of czech and foreign literature on the subject. The thesis also contains a survey conducted among primary school pupils and their corresponding grades of grammar schools and overview of misconceptions obtained on the basis of this survey. The final part contains two worksheets created to better understand the subject matter of the heat and temperature. Keywords: Preconceptions, misconceptions, heat, temperature, primary and grammar school pupils

Bakgrund Förutfattade meningar mot vårdpersonal är ett fenomen inom vården, särskilt mot manliga sjuksköterskor, som är en minoritet inom sjuksköterskeyrket. Tidigare forskning har fokuserat på specifika problemsituationer som uppstår i yrket för manliga sjuksköterskor, samhällets syn på manliga sjuksköterskor och att manliga sjuksköterskor priviligierats i arbetsgruppen. I litteraturen nämns ofta olika förutfattade meningar om manliga sjuksköterskor, trots att det saknas forskning med fokus på manliga sjuksköterskors egna upplevelser av förutfattade meningar mot dem. Syfte Syftet med studien är att belysa vilka förutfattade meningar som manliga sjuksköterskor upplever finns mot dem. Metod Litteraturstudie i form av en beskrivande metasyntes. Resultat Manliga sjuksköterskor upplever flera förutfattade meningar som presenteras i fyra teman: “accepteras inte som sjuksköterskor”, “muskler, lyfthjälp och tekniskkompetens”, “antas vara homosexuella” och “antas ha sexuella avsikter motpatienter”. Slutsats Upplevda förutfattade meningar kan påverka manliga sjuksköterskors syn på sig själv och yrkesrollen samt patientmötet och omvårdnaden. Dessa förutfattade meningar kan skapa konflikter och missnöje på arbetsplatsen vilket kan störa patientmötet och vårdrelationen. Klinisk Betydelse Genom att belysa förutfattade meningar som manliga sjuksköterskor upplever kan åtgärder vidtas för att motverka dem som påverkar vårdarbetet negativt. / Background Preconceptions against health care workers is a phenomenon in health care, especially against male nurses, who are a minority within the nursing profession. Previous research has focused on specific problematic situations that arise in the profession for male nurses, society's view of male nurses and the fact that male nurses are privileged in the workgroup. Literature often mentions various preconceptions about male nurses, despite the lack of research focusing on male nurses' own experiences of prejudice against them. Purpose The purpose of this study is to shed light on the preconceptions that male nurses are experiences towards themselves. Method Literature review in the form of a descriptive meta-synthesis. Results Male nurses experience several preconceptions which are presented in four key concepts: "not accepted as nurses", "muscles, lift assistance and technical skills", "are assumed to be gay" and "are assumed to have sexual intentions towards patients". Conclusion Experienced preconceptions can affect male nurses' view of themselves and the professional role, meeting the patient and nursing care. These preconceptions can create conflicts and grievances in the workplace which can disrupt the nurse-patient relationship. Clinical Significance By shedding light on the preconceptions that male nurses are experiencing measures can be taken to reduce the ones that affect nursing work negatively.

This thesis investigates a content of preconceptions in the area of biology in the pupils of classes 6 and 8 at basic schools, respectively as well as the pupils of the same age at grammar-schools. Two crucial educational topics have been chosen for the research, of preconceptions, namely the photosynthesis and digestion. Preconceptions of the groups of informants of the same age and their accord with the expected target knowledge were analysed and compared.

This thesis deals with biology and science pre-servis teachers´ availability to teach by using of the constructivistic approach, particularly the preconceptions. Data collecting was based on the questionnaires which were distributed through 160 informants from four university faculties educating teachers within January ? March 2010. The answers of the informants were categorized and assessed both qualitatively and quantitatively. It was found that most of informants didn't know the expressions ?constructivistic teaching?, ?constructivism? and ?preconceptions?. They either had never heard these terms or they simply hadn't remembered them. While the meaning of the expression ?constructivism? was estimated by almost one half of the informants, the meaning of the term ?preconceptions? was familiar for less than a quarter of the informants. By the given example of the topic ?photosynthesis? and ?digestion? in the form of model preconceptions we found that the informants´ level of professional knowledge is quite high and they are able to teach this topic.

Submitted by Neusa Fagundes (neusa.fagundes@unioeste.br) on 2018-02-21T13:45:42Z No. of bitstreams: 2 Marcio_Silva2017.pdf: 1467691 bytes, checksum: 00782e4843226f24039f4eafcdf61afb (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-02-21T13:45:42Z (GMT). No. of bitstreams: 2 Marcio_Silva2017.pdf: 1467691 bytes, checksum: 00782e4843226f24039f4eafcdf61afb (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-08-10 / Mathematical Modeling, as a tendency of Mathematics Education, is not yet present in the scope of Basic Education. One of the factors that can contribute to overcoming this situation is the training of teachers. Teachers have their own conceptions about teaching, learning, mathematics and methodology in general. Considering this condition, a relevant research topic is the study of these conceptions, in a context of continuous formation. From this perspective, we were able to establish an interrogation, under a phenomenological view of research: In what ways do the prior conceptions of teachers operate in their continued formation in Mathematical Modeling? This question asks to be clarified and requests its own procedures, such as the understanding of the region of inquiry that we are in - teacher training in Mathematical Modeling - the definition of the type of research that we need to carry out - the qualitative one according to a phenomenological research position - The selection of instruments for the collection of significant material, the explicitation of aspects of the proposal for Continuing Education in Mathematical Modeling which has developed in different education centers in the state of Paraná and the ways in which we undertake analyzes and interpretations. The present research was developed within the group of Continuing Education in Mathematical Modeling established in the city of Tupãssi - Paraná, which counts with the participation of five professors in addition to the teacher who assumes the role of trainer. The material that was significant to the research was collected during 12 meetings of this group through audio recordings between the period of April 13, 2016 and September 21, 2016. For organization and analysis of the data we used Atlas software. We arrive to allow us to affirm that even teachers still finding themselves guided by the exercise paradigm present in their conceptions openness to pedagogical innovations such as Mathematical Modeling and in this way show us about the importance in pondering the ways in which the previous conceptions of teachers operate in Formation Continued in Mathematical Modeling. Be they as obstacles, potentialities, or other modes, in order to contribute to the elaboration of a proposal of Training in Mathematical Modeling that, contemplating these aspects, will favor the adoption of the Modeling by the teachers thus providing for the dissemination of the Modeling as a trend in Mathematics education. / A Modelagem Matemática, enquanto tendência da Educação Matemática, ainda não está presente no escopo da Educação Básica. Um dos fatores que pode contribuir para a superação desse quadro é a formação de professores. Os professores possuem as suas próprias concepções sobre ensino, aprendizagem, matemática e metodologia em geral. Considerando essa condição, um tema de pesquisa relevante é o estudo dessas concepções, num contexto de formação continuada. Dessa perspectiva, pudemos estabelecer uma interrogação, sob uma visão fenomenológica de pesquisa: De que modos às concepções prévias dos professores operam em sua formação continuada em Modelagem Matemática? Essa interrogação solicita ser esclarecida e solicita procedimentos próprios, como o entendimento da região de inquérito em que nos situamos - a formação de professores em Modelagem Matemática – a definição do tipo de pesquisa a qual necessitamos realizar – a qualitativa segundo uma postura fenomenológica de pesquisa - a eleição de instrumentos de recolha de material significativo, a explicitação de aspectos da proposta de formação continuada em Modelagem Matemática a qual tem se desenvolvido em distintos núcleos de Educação do estado do Paraná e os modos pelos quais empreendemos as análises e as interpretações. A presente pesquisa foi desenvolvida no âmbito do grupo de formação continuada em Modelagem Matemática estabelecido no município de Tupãssi – Paraná, o qual conta com a participação de cinco professores formandos além do professor que assume a função de formador. Os materiais significativos à pesquisa foram coletados durante 12 encontros do referido grupo por meio de gravações de áudio entre o período de 13 de abril de 2016 e 21 de setembro de 2016. Para organização e análise dos dados utilizamos o software Atlas t.i. As considerações a que chegamos nos permitem afirmar que, mesmo os professores ainda encontrando-se orientados pelo paradigma do exercício, apresentam em suas concepções abertura a inovações pedagógicas, como a Modelagem Matemática, e dessa forma, nos mostram sobre a importância em ponderar os modos como as concepções prévias dos professores operam na formação continuada em Modelagem Matemática. Sejam elas como obstáculos, potencialidades, ou outros modos, de forma a contribuir para a elaboração de uma proposta de formação em Modelagem Matemática que, contemplando estes aspectos, favorecerá a adoção da Modelagem pelos professores, assim, ensejando para a disseminação da Modelagem enquanto tendência norteadora do ensino da matemática.

I denna studie undersöks elevers förförståelse inom elektromagnetism innan undervisning om detta i kursen Fysik 2 på gymnasiets Naturvetenskapliga och Tekniska program. Syftet med studien är att öka den kvalitativa kunskapen om denna elevgrupps förförståelse för att därigenom kunna möta den med lämplig undervisning inom det elektromagnetiska området. Datainsamlingen har skett med en skriftlig enkät med flervalsfrågor som undersöker elevers begreppsliga förståelse för elektromagnetiska fenomen. Enkäten har sedan följts upp med elevintervjuer kring frågorna för att ytterligare kartlägga hur elever uppfattar elektromagnetiska fenomen. Enkätfrågorna är baserade på erkända test som används i hela världen. Studien visar att de alternativa uppfattningar om elektromagnetism som finns beskrivna i litteraturen även förekommer i elevgruppen och resultaten tyder på att de alternativa uppfattningarna är vanligare än vetenskapligt grundad förståelse. elevgruppen har ett vardagstänkande kring elektromagnetiska fenomen som utgår från magneters attraktion och repulsion - samt att de förenklat kan beskriva kompassens funktion. elevgruppens förförståelse i detta skede inte bara består av vardagstänkande enligt ovan utan även är tydligt präglad av tidigare fysikundervisning (främst kursen Fysik 1). eleverna i resonemangen om elektromagnetism visar mycket skiftande förmåga att applicera denna förförståelse korrekt på elektromagnetiska fenomen - och denna förmåga skiljer inte bara mellan individer utan även mellan olika sammanhang och de beskrivningssätt och representationer som används för att presentera problem och fenomen i dessa sammanhang. Insamlade data har bearbetats i en fenomenografisk analys av elevintervjuerna. Resultatet av den analysen är en beskrivning av elevernas förförståelse där tre kvalitativa nivåer föreslås. Exempel ur studiens elevintervjuer på de tre nivåerna av förförståelse redovisas. Med hjälp av nivåerna beskrivs hur förförståelsen i ökande grad präglas av ett vetenskapligt tänkande baserat på en förståelse av andra delar av fysiken och hur denna förståelse på olika sätt och med varierande korrekthet appliceras på elektromagnetiska fenomen och problemställningar.

Den här interventionsstudiens syfte är att undersöka hur upplevelsebaserad undervisning med rullbrädor kan förändra elevers uppfattningar för Newtons tredje lag (N3). Tidigare studier har visat att N3 utgör en stor utmaning för elever. Vidare visar studier att elevers uppfattningar kan variera i olika kontexter. Ett förtest med frågor som fokuserade N3-kontexterna putt och drag samt jämn- och ojämn vikt konstruerades. Två interventioner utformades för två olika elevgrupper (N=32): I den första behandlades kontexten drag genom ett upplevelsebaserat experiment med rullbrädor, och putt genom ett helklassamtal. I den andra interventionen behandlades kontexten putt genom ett upplevelsebaserat experiment med rullbrädor, och drag genom helklassamtal. N3-kontexterna jämn och ojämn vikt ingick båda interventioner. Data samlades in, jämfördes och analyserades med för- och eftertest. I materialanalysen framträder att upplevelsebaserad undervisning åstadkommit störst effekt i N3-kontexten ojämn vikt. Vidare framgår att bägge interventioner gett samma effekt i kontexten jämn vikt. Slutligen visar studien likt tidigare studier en systematik i elevernas vardagsuppfattningar. / This intervention study aims to investigate how experiental teaching with rollerboards can change students’ conceptions about Newton’s third law (N3). Studies have shown that N3 is difficult for students, and that their conceptions vary in different contexts. A pretest which focused the contexts pushing and pulling, and even and uneven weight was carried out by 32 students, divided into two groups. Two different interventions were constructed, one for each group: The first intervention treated the context pulling through an experiental experiment with rollerboards and pushing by traditional teaching. The second intervention attended the context pushing through an experiental experiment, while pulling was treated with traditional teaching. Both interventions contained the N3 contexts even and uneven weight. After the intervention, a posttest was given to the students. With the result from the pretest and posttest, the different interventions were analyzed and compared. The result implies that experiental teaching has accomplished most effect in the context uneven weight. In even weight, it appears both interventions have had equal impact. Like earlier studies on N3, this study shows that students’ presconceptions are resistant to change and that they exhibit a systemacity in applying them.