The Use of Drawings to Determine the Pupils’ Perception of a Flower
; Gimnazija Josipa Slavenskog Čakovec
; Prirodoslovno-matematički fakultet Sveučilišta u Zagrebu
; OŠ Sveta Marija
; OŠ Strahoninec, Republika Hrvatska
APA 6th Edition Lukša, Ž., Radanović, I., Bendelja, D. i Pongrac, N. (2016). KORIŠTENJE CRTEŽA ZA UTVRĐIVANJE UČENIČKE PERCEPCIJE CVIJETA. Život i škola, LXII (1), 255-264. Preuzeto s https://hrcak.srce.hr/165145
MLA 8th Edition Lukša, Žaklin, et al. "KORIŠTENJE CRTEŽA ZA UTVRĐIVANJE UČENIČKE PERCEPCIJE CVIJETA." Život i škola, vol. LXII, br. 1, 2016, str. 255-264. https://hrcak.srce.hr/165145. Citirano 20.02.2020.
Chicago 17th Edition Lukša, Žaklin, Ines Radanović, Damir Bendelja i Nataša Pongrac. "KORIŠTENJE CRTEŽA ZA UTVRĐIVANJE UČENIČKE PERCEPCIJE CVIJETA." Život i škola LXII, br. 1 (2016): 255-264. https://hrcak.srce.hr/165145
Harvard Lukša, Ž., et al. (2016). 'KORIŠTENJE CRTEŽA ZA UTVRĐIVANJE UČENIČKE PERCEPCIJE CVIJETA', Život i škola, LXII(1), str. 255-264. Preuzeto s: https://hrcak.srce.hr/165145 (Datum pristupa: 20.02.2020.)
Vancouver Lukša Ž, Radanović I, Bendelja D, Pongrac N. KORIŠTENJE CRTEŽA ZA UTVRĐIVANJE UČENIČKE PERCEPCIJE CVIJETA. Život i škola [Internet]. 2016 [pristupljeno 20.02.2020.];LXII(1):255-264. Dostupno na: https://hrcak.srce.hr/165145
IEEE Ž. Lukša, I. Radanović, D. Bendelja i N. Pongrac, "KORIŠTENJE CRTEŽA ZA UTVRĐIVANJE UČENIČKE PERCEPCIJE CVIJETA", Život i škola, vol.LXII, br. 1, str. 255-264, 2016. [Online]. Dostupno na: https://hrcak.srce.hr/165145. [Citirano: 20.02.2020.]
Sažetak The aim of modern scientific education should be the development of pupils’ conceptual understanding and avoiding or correcting the existing misconceptions when building concepts. Drawing is one of very efficient methods of establishing the pupils’ conceptual understanding and identification of misconceptions. The aim of the research was to establish the conceptual understanding of a flower, by using a method of drawing and open-ended questions on a sample of the total number of 545 elementary school pupils. We wanted to compare pupils' perceptions of a flower in the fifth grade (at the age of 10 or 11) and seventh grade of elementary school (at the age of 13 or 14). The assessment instrument that was used was created for the needs of this research and it consisted of open-ended questions, half of which could be answered in words, and another half by grading the drawings. Drawings were classified in a few categories depending on their accuracy. The results indicated a higher level of declarative knowledge and existing problems with the perception of a flower, even misconceptions among the pupils of both examined age. The research results indicated the need to use drawings more to check for pupils' understanding of concepts, and the whole series of notified problems pointed to the need for further research and improvement of teaching methods and the impact they have on pupils’ perception of a flower.