The role of concepts in science teaching

dc.creator	Milanović-Nahod Slobodanka S.
dc.creator	Šaranović-Božanović Nadežda
dc.creator	Šišović Dragica D.
dc.date	2003-01-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:05:48Z
dc.date.available	2015-07-20T22:05:48Z
dc.identifier	10.2298/ZIPI0335111M
dc.identifier	0579-6431
dc.identifier	1820-9270
dc.identifier	https://doaj.org/article/fc36f6e5e53348e7b054c5071965415f
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/10045
dc.description	The present paper poses essential questions: What knowledge should students attain and what methods should be applied? The authors started up from cognitivistic view of cognition related to: (a) organizing knowledge of science in the form of generalized ideas or major concepts that can be reduced to a large number of information items, and (b) manner of building up students’ knowledge into meaningful units as matrices of interrelated concepts. Attention is directed to difficulties emerging in developing cognitive structures related to complex contents of science and methods of concept learning in the teaching process. The results of investigations show that students’ mastery of concepts is poor, and the reasons are to be found in the abstract character of contents themselves, lack of ability to interrelate contents within one discipline and between cognate ones, and the absence of establishing relationships between scientific concepts in cognitive structure. An efficient method of presenting scientific concepts was given and explained at three levels, such as macro, micro and symbolic. A model was suggested as a possible method for netting concepts in chemistry at primary school level. Practical recommendations were given to teachers how to assess students’ cognitive structure and how to apply appropriate methods.
dc.language	Serbian
dc.publisher	Institut za pedagoška istraživanja
dc.relation	http://www.doiserbia.nb.rs/img/doi/0579-6431/2003/0579-64310335111M.pdf
dc.relation	https://doaj.org/toc/0579-6431
dc.relation	https://doaj.org/toc/1820-9270
dc.source	Zbornik Instituta za Pedagoška Istraživanja, Vol 2003, Iss 35, Pp 111-130 (2003)
dc.subject	concepts
dc.subject	science
dc.subject	fundamental ideas
dc.subject	conceptual levels
dc.subject	planning of teaching
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	The role of concepts in science teaching
dc.type	article