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

Authors

  • Konstantinos T. Kotsis Professor Department of Primary Education, University of Ioannina, Greece
  • Georgios Stylos PhD, Teaching Staff, Department of Primary Education, University of Ioannina, Greece

DOI:

https://doi.org/10.46827/ejes.v10i1.4619

Keywords:

mental age, misconceptions, physics, primary school

Abstract

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.

 

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Author Biographies

  • Konstantinos T. Kotsis, Professor Department of Primary Education, University of Ioannina, Greece

    Prof. Kotsis T. Konstantinos studied Physics at the Aristotle University of Thessaloniki, Greece. In 1985 was an assistant researcher at Brooklyn University of New York. From September 1987 to September 2000, he served as a Lecturer and Assistant Professor specializing in Solid State Physics and X-ray Diffraction at the Physics Department of the University of Ioannina. Since 2000 he has served as a Faculty Member at the Department of Primary Education at the University of Ioannina. He has been a Full Professor since 2012 specializing in the Didactics of Physics at the Department of Primary Education of the University of Ioannina in Greece. He is also the Head of the Physics Lab at the Department of Primary Education. His research interests are Didactics of Physics, Science Education, Physics Teaching and Learning, Teacher Training, and Education Research.

  • Georgios Stylos, PhD, Teaching Staff, Department of Primary Education, University of Ioannina, Greece

    Dr. Stylos Georgios graduated from the Department of Physics of the University of Ioannina (2003) and the Department of Primary Education, Greece (2006). He did his postgraduate (2008) studies at the Department of Physics and his doctoral studies (2014) at the Department of Primary Education, Ioannina, Greece. Since 2018 is a member of the Teaching Staff of the Department of Primary Education of the University of Ioannina-Greece. He is also a researcher in the Physics Lab of the Department of Primary Education of the University of Ioannina-Greece. His research interests are Science Education and Physics Teaching and Learning.

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Published

2023-01-04

Issue

Vol. 10 No. 1 (2023)

Section

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