PRIMARY SCHOOL TEACHER’S PRACTICES AND STUDENT’S MENTAL REPRESENTATIONS: THE LEARNING OBJECTS OPTION

Evgenia-Motya Sotirova

Abstract


This research focuses on the study of the integration of physical science Learning Objects by primary school teachers. In this paper, we present the results of an empirical study to identify the views of teachers on the quality and adaptation of Learning Objects to mental representations of children to the physical world. The research was carried out using a questionnaire that consisted of 6 questions. The results show that the Learning Objects used are relevant for the elaboration of representations of primary children and that the teachers’ training in this subject is not enough.

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learning objects, primary school, didactics, representations, science education

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DOI: http://dx.doi.org/10.46827/ejoe.v5i2.3327

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