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Primary students' comprehension of density concept

Neda Gačnik (2016) Primary students' comprehension of density concept. MSc thesis.

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    Abstract

    The topic of my work is the concept of density and whether or how it is comprehended among the third and five graders of primary school. The density is physical property that cannot be measured directly and therefore demanding for the students to grasp. A semi-quantitative treatment of the property requires deduction of the two properties mass and volume. Comprehension of density is hindered additionally due to unscientific explanation in relation to swimming and diving and by the common usage of the expression density instead of viscosity. In my study I was interested in how the third and the five graders understand density and its explanation, why objects float or sink, and what are the differences in their comprehension of density. By using qualitative research method I gathered the information with interviewing pupils while doing experiments. I used assigned sample in which I drew six pupils (three from the third grade and three from the fifth grade) that I knew well and chose those I had expected active cooperation. The sample was not big because I was primarily interested in the qualitative characteristics of the pupils' answers. With the outcome of the research I was given the precise insight of the pupils' comprehension of the concept of density and I also found out the qualitative differences in their comprehension. Based on the obtained findings I formed the guidelines in teaching the concept of density in primary schools which can also help teachers in science lessons.

    Item Type: Thesis (MSc thesis)
    Keywords: density, weight, learning, teaching, cognitive conflict
    Number of Pages: 154
    Language of Content: Slovenian
    Mentor / Comentors:
    Mentor / ComentorsIDFunction
    red. prof. dr. Mojca ČepičMentor
    Link to COBISS: http://www.cobiss.si/scripts/cobiss?command=search&base=50126&select=(ID=10985033)
    Institution: University of Ljubljana
    Department: Faculty of Education
    Item ID: 3439
    Date Deposited: 04 May 2016 14:08
    Last Modified: 04 May 2016 14:08
    URI: http://pefprints.pef.uni-lj.si/id/eprint/3439

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