Interpretation and research of natural concepts and phenomena are central to the learning and thinking of children of all ages. In Slovenian schools pupils meet phenomenas for the first time in first grade when they learn about the characteristics by which solids are distinguished and compare weather conditions in different seasons. In the second class, they already know how to connect the sun's apparent movement and daily time, learn about the physical states, the properties of matter and monitor weather times. In the third grade, knowledge about the temperature and properties of the matter deepens, connects weather phenomena with weather conditions and learns about the properties of light and the conditions that allow us to see objects. In the second three years, students discuss phenomena such as the flow of matter and electrical circuits, deepen their knowledge of heat and temperature, and talk about wind properties and water circulation in nature. In the work, I define the knowledge of selected natural phenomena such as rainbow, polar lights, wind, eruption of volcano and currents in the seas Pupils should not meet with the selected ones in regular school, but they would gain their knowledge of understanding selected phenomena through the first and second three years. Therefor I decided to explore whether this was the case and to find out how students interpret selected natural notations only through their knowledge. I obtained the data through a survey questionnaire, an analysis of curricula and textbooks for primary school and interviews with teachers. I have researched which notables selected students of the second triad associate selected natural phenomena and how selected natural phenomena describe it. I was also interested in the preconception of the pupils of the second triad on selected learning topics and whether there are significant differences between conceptual networks and descriptions of individual phenomena between pupils and pupils. I also wanted to explore where and how students have gained knowledge of natural sciences and if they want to know more about the content. Finally, I asked teachers how they included content related to selected naturalistic phenomena in their classes. The study involved 209 fourth-to-sixth students and 8 teachers, a class teacher, a science, physics and chemistry teacher. I found that students have difficulty writing an explanation of selected natural phenomena. Selected phenomena are associated and described with the notips they adopted during school, but pupils rarely know and define the natural phenomenon accordingly. After talking to teachers, it appears that it would be reasonable to include content about selected natural phenomena in the regular course programme, or to allow a larger set of elective subjects, which would include learning about and interpreting selected phenomena. At the same time, students who may not be interested in science as a subject would have the opportunity to find content that would give them greater interest in science.
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