Publication at Faculty of Mathematics and Physics |
2011
Abstract
The book summarizes the area of preconceptions in physics education research and development. Preconceptions, and especially misconceptions, significantly interfere in teaching and learning processes.
It is enhanced in constructivist learning where learning students are co-authors of their knowledge. The book presents wide long time research results based on design-based research methodology.
Main research outcomes are principles of implementation of preconceptions and the set of concrete curricular materials about misconceptions in physics education. Target group is also gifted students.