In the 5th grade of primary school, pupils are again and more concretely confronted with the concepts of temperature and heat. Because these two concepts are abstract, teachers often perceive that pupils have difficulty understanding and distinguishing between them. The teacher's role in overcoming misconceptions is extremely important. The teacher must recognize students' misconceptions and know which teaching approaches to use to help pupils properly assimilate the concepts of temperature and heat.
Analysis of physical development and movement patterns during distance learning revealed that students were not progressing in movement, and as a result, they were increasing their body weight. Teaching with didactic games allows the integration of movement into standard non-movement content. Therefore, for the purpose of the master's degree, we have created three didactic games, which also included the promotion of pupils' physical activity when considering the learning content of heat and temperature. We wanted to know what the pupils' conceptions of the terms heat and temperature were. If pupils had misconceptions, we wondered if they were able to overcome them after engaging with the teaching material and didactic game as a teaching method. We also noted the progress in pupils' knowledge. Our intent was also to determine the pupils' opinions and feelings they experienced while playing the didactic game, which included movement compared to pupils who did not. We were also interested in how pupils rated the didactic movement games.
Thirty-eight pupils from two sections of the selected village primary school participated in the survey. Data were collected through knowledge tests (pretests and posttests), real-time knowledge tests, and questionnaires. In the didactic board game, we divided the classes into two halves so that the teaching process of one half included movement, and the other half was without movement. All the pupils first solved the knowledge test (pretest) to get insight into their knowledge and possible misconceptions. Three school hours of science and technology were followed by didactic motion games. After each game, the pupils completed a real-time test and questionnaire. Finally, all pupils completed the knowledge test again (posttest), which determined whether pupils had made progress in their knowledge and had succeeded in overcoming misconceptions about heat and temperature.
The results of the study show that some pupils have misconceptions about the concepts of heat and temperature. The didactic movement game allowed pupils to improve their knowledge. On average, pupils who moved made greater gains in their knowledge than pupils who did not move. Pupils showed positive opinions and feelings in all three games. Most students were able to overcome the misconceptions, but there were still a few who had failed or had not managed to completely overcome the misconceptions.
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