<abstract xmlns="http://www.w3.org/1999/xhtml"><p>The main reason of children’s low interest in the study of natural science subjects is the inability to link the knowledge acquired at school to subjects such as chemistry or physics with real life outside the classroom. Their ideas about the scientists are often mistaken and glamorized. With the effort of the Vebor camp, these ideas are corrected and shifted towards reality. The research was focused on the perception of children of selected concepts before and after the camp. There are many researches fields dealing with science camps or teaching outside of school. Our research has used the semantic differential method, which we have seen only sporadically in research on this subject. The results of the research are mostly positive and show that the scientific camp has a positive impact on the understanding and perception of children of selected aids from the area of science and education. Very interesting are the results, for example, when the term of “teacher”, where the connotative perception of the term has changed from very negative to highly positive with statistical significance of 99 %. Many of the more interesting results are presented in the article.</p></abstract>

The main reason of children’s low interest in the study of natural science subjects is the inability to link the knowledge acquired at school to subjects such as chemistry or physics with real life outside the classroom. Their ideas about the scientists are often mistaken and glamorized. With the effort of the Vebor camp, these ideas are corrected and shifted towards reality. The research was focused on the perception of children of selected concepts before and after the camp. There are many researches fields dealing with science camps or teaching outside of school. Our research has used the semantic differential method, which we have seen only sporadically in research on this subject. The results of the research are mostly positive and show that the scientific camp has a positive impact on the understanding and perception of children of selected aids from the area of science and education. Very interesting are the results, for example, when the term of “teacher”, where the connotative perception of the term has changed from very negative to highly positive with statistical significance of 99 %. Many of the more interesting results are presented in the article.

Changes in Connotative Perception of Notions from the Area of Science Education at a Science Camp

Department of Didactics in Science, Psychology and Pedagogy, Faculty of Nature Sciences

Chemistry-Didactics-Ecology-Metrology

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

The main reason of children’s low interest in the study of natural science subjects is the inability to link the knowledge acquired at school to subjects such...

Changes in Connotative Perception of Notions from the Area of Science Education at a Science Camp

Online veröffentlicht: 24. Feb. 2020

Seitenbereich: 53 - 60

DOI: https://doi.org/10.2478/cdem-2019-0004

Schlüsselwörter
science camp, semantic differential, connotative perception, education, science

© 2019 Petra Ivánková, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Changes in Connotative Perception of Notions from the Area of Science Education at a Science Camp

Online veröffentlicht: 24. Feb. 2020

Seitenbereich: 53 - 60

DOI: https://doi.org/10.2478/cdem-2019-0004

Schlüsselwörterscience camp, semantic differential, connotative perception, education, science

© 2019 Petra Ivánková, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Schlüsselwörter
science camp, semantic differential, connotative perception, education, science