Misconceptions about Science Concepts in Traditional Fairy Tales

Fairy tales, cherished for generations, often incorporate elements of magic and wonder. While not intended to be scientific, they sometimes introduce misconceptions about fundamental science concepts. This paper explores common misconceptions about science found in traditional fairy tales, aiming to shed light on how these stories may contribute to a misunderstanding of scientific principles and the potential consequences of perpetuating such misconceptions

Common misconceptions regarding physics concepts in the fairy tales written by the Grimm Brothers

The Grimm Brothers’ fairy tales, compiled during the early 19th century, are renowned literary works celebrated for their captivating storytelling and didactic messages. Nevertheless, these narratives frequently incorporate components that defy our current comprehension of physical principles. This paper examines the erroneous beliefs regarding physics that are included in the fairy tales written by the Grimm Brothers. Through the analysis of these myths, our objective is to elucidate how these narratives might lead to a misinterpretation of essential principles in physics and the possible ramifications of perpetuating such misunderstandings

Artificial Intelligence Helps Primary School Teachers to Plan and Execute Physics Classroom Experiments

The research claims that artificial intelligence technologies can help and direct primary school teachers in organising classroom experiments for physics instruction. Educators now have the potential to construct experimental projects that are entertaining and efficient, all while catering to their students’ many learning styles and capabilities. This is made possible by the availability of artificial intelligence technologies. The incorporation of artificial intelligence into educational settings may result in an improvement in the overall quality of teaching as well as an improvement in the scientific performance of students. The chance to improve the learning experience for both students and teachers is available to educators who do an in-depth study on artificial intelligence-driven teaching solutions. The research highlights how artificial intelligence can transform teaching approaches in elementary school, notably in the field of physics education within the context of primary school settings

Research on kindergarten and primary school students’ magnetic misconceptions and how to plan educational activities

Because magnetism is such an abstract and complicated subject, it can be challenging for children to comprehend at times. Magnetism is a subject that youngsters find to be really exciting. The topic of magnetism is one that children find to be both fascinating and fascinating. There has not been nearly as much research done on how children perceive magnetism as there has been on other natural phenomena. This is even though youngsters consider magnetism to be something that is exciting. Despite the fact that children perceive magnetism to be more attractive than other natural phenomena, this is the case. This particular piece of research is regarded as an important piece of re-search owing to the fact that it has an impact on the way in which learning is experienced. The goal of this study is to analyze the misconceptions that are held by children who are enrolled in elementary school. The research will be conducted with the intention of providing teachers with a theoretical framework upon which they can construct educational activities that are relevant to the requirements of primary school pupils. The ability to construct educational activities that are pertinent to the requirements of elementary school kids will be made possible as a result of this innovation

CORRELATION OF PRIMARY SCHOOL STUDENTS’ MISCONCEPTIONS ABOUT CONCEPTS OF MECHANICS FROM THEIR MENTAL AGE

This paper presents the results of empirical research conducted on students in the sixth grade of Primary School, misconceptions on concepts of mechanics of Physis, and their mental age. The mental age was determined by the WISC-III psychometric tool that is used to determine the Intelligence Quotient (IQ). The results of this study give a linear relationship between mental age and the number of correct answers given by a student. The meaning of this linear dependence is that the higher the mental age a student has, the more correctly he can perceive some physical phenomena related to concepts of force, weight, energy, work, etc. Also, the influence of the verbal and performance scale on the mental age of WISC-III is discussed in the results.  Article visualizations

USE OF ONE-TO-ONE IPAD IN PRIMARY SCHOOL TO TEACH THE CONCEPT OF ENERGY IN PHYSICS: A CASE STUDY

In recent years, technology has become an increasingly important tool in education. The use of technology in primary education has become increasingly popular in recent years, and the iPad has emerged as one of the most versatile and powerful tools for enhancing learning. This paper will focus on the impact of one-to-one iPad use in primary schools on teaching the concept of energy in physics. A total of 25 students in the 3rd grade from a primary school in Greece participated in the study, using iPads during their physics lessons. This study’s results showed that iPads significantly improved the student’s understanding of energy in physics. The students who used iPads had a more profound understanding of the concept, showed greater engagement and motivation and demonstrated a deeper understanding of the material.  Article visualizations

OBSERVING OR PERFORMING ACTIONS? UNDERSTANDING CIRCULAR MOTION VIA TWO TYPES OF LEARNING ACTIVITIES

Decades of research support the benefits of movement for cognitive development however this link remains unexploited in educational practice. For this reason, embodied cognition serves as the theoretical underpinnings of this study proposing that thoughts and actions are influenced by sensory experience. Fifty-eight 6th-grade students were divided into two groups: The first group participated in activities designed for full-body movement and the second observed the haptic manipulation of materials by an educator. The study thus utilized a two-group design and was conducted in phases: pretest, intervention, immediate posttest and delayed posttest. The entire process was recorded to assess students’ understanding and the multimodal text thereby created included both spoken word and bodily expressions such as posture and gestures, enabling us to closely follow the progress of every participant. The range of responses was then narrowed down to adequate and inadequate, followed by statistical processing of the data. The results showed that both execution and observation effectively contributed to the improved performance of students immediately after the interventions. Nevertheless, students who participated in bodily-based activities showed an additional advantage four months later. While this study focused solely on circular motion, the idea to investigate physical engagement and its impact on students’ understanding could be extended to other content, and the long-term effectiveness of bodily-based learning ought to encourage a redesign of the official curriculum.  Article visualizations

THE USE OF NEW TECHNOLOGIES AND ROBOTICS (STEM) IN THE TEACHING OF SCIENCES IN PRIMARY EDUCATION: THE CONCEPT OF MAGNETISM: A BIBLIOGRAPHIC REVIEW

The literature on the characteristics of STEM research in primary education (kindergarten and primary school) is limited in Greece. Also, studies on teaching the concept of the magnet with STEM activities in preschool education have been found to be quite insufficient (Büyüktaşkapu et al., 2012). This study presents the theoretical framework related to the clarification of the ICT and STEM concepts, as well as the effectiveness of their integration in Primary Education both in Greece and abroad, in the teaching of Natural Sciences and specifically in what concerns the concept of magnetism. In order to investigate the effectiveness of ICT and STEM, the existing perceptions of K12 children on which the planning and implementation of the teaching interventions were based are listed.  Article visualizations