In the first part of the thesis common characteristics and findings of physics' board of examiners, which are based on annual reports of National Examinations Centre, about students' level of knowledge in the area of kinematics at the end of education in primary school are summed up. Tasks connected to kinematics, which were a part of National assessment of knowledge of Physics for the years when it was carried out, were examined. The thesis' central theme is the analysis of the pupils' solutions of two structural tasks connected to kinematics, which were a part of National assessment of knowledge of Physics in 2012. We classify the answers of a few hundred pupils in classes of typical incorrect answers and establish the frequency of occurrence of certain incorrect ways of task solving or mistakes that pupils make during task solving. We try to establish reasons for pupils' incorrect solving from results that we get. We have established that pupils are more successful in drawing graphs than in solving simple arithmetic problems.
Mistakes can nevertheless also be found when pupils are drawing graphs. One of them being that one fifth of the pupils, who drew an incorrect graph, started drawing it at the origin of the coordinate system, even though the task demanded differently. More than one third of the incorrect results in computation of the acceleration were due to disregarded or overlooked deceleration. In this case the acceleration should have a negative sign. We have also confirmed that units or computation of units cause a noticable problem to pupils.
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