Analysis of curricula for primary and secondary education in Slovenia shows that there are gaps in the continuity of learning of topics related to astronomy. The fact that the astronomical contents do not upgrade every year and that there is a 4-year gap might lead to some misconceptions. Among 58 first year pre-service primary school students of the Faculty of Education, University of Ljubljana, we carried out a research about students' knowledge and conceptions about the Solar system as a part of a written exam at the end of the spring semester. Results show that students, despite learning of topics through educational vertical, have difficulties with presenting the positions of celestial bodies, in identifying the Moon's phases and eclipses regarding to the positions of objects. This shows the need for an early introduction of the topic and its gradual upgrading and consolidation of knowledge. All this is not predicted by the curriculum, but some other options exist. One efficient option might be a didactic game, which is available to pupils during school hours; extended stay or breaks in those grades that do not have astronomical topics in the curriculum. In the contribution the results of the conducted research on the knowledge deficit presenting the basis for an independent design and production of didactic games about the solar system, the position of celestial bodies, the Moon's phases and eclipses will be presented The designed didactic games will be briefly presented in the contribution as well
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