Abstract:

The general objective of the research presented was to diagnose the level of knowledge that students in the last years of primary education have of basic optics concepts. Likewise, in order to study this objective in more detail, a comparison was made with the knowledge presented by teachers in training regarding the same concepts. The design of the research developed was exploratory and mixed, with descriptive and inferential, quantitative and qualitative analysis of the data collected. The participating population was chosen through a probability sample of schools in the region. Specifically, 426 subjects participated. Of these, 337 were students from 14 schools in the 5th or 6th grade of primary education, aged 10-12 years. On the other hand, for the comparative analysis with future teachers, there was a sample of 89 teachers in training. As a measuring instrument for the diagnosis of knowledge, an original questionnaire with 10 open-ended questions was designed. The topic of the questionnaire was related to the concepts of optics indicated in the primary education curriculum in Block IV of Matter and Energy contents of the subject of Natural Sciences. Different sample-level textbooks from different publishers were analyzed and referenced for the questions. The statistical analysis of the data obtained in the study revealed in general terms the existence of low knowledge of the concepts under study in the selected sample. This study shows the analysis of the students' ideas, as well as the predominant conceptual errors. On the other hand, an inferential statistical analysis is presented to check the research hypotheses referring to the existence of statistically significant differences according to the academic level and the gender variables. Based on the results obtained, we believe it is relevant and necessary to promote effective teaching of concepts from the perspective of primary education, in order to promote meaningful learning of these contents during the school stage. On the other hand, there is a need to develop didactic tools and practical STEM (Science, Technology, Engineering and Mathematics) activities for teachers, both in-service and in training, in order to provide them with strategies to improve the teaching and learning of the optics block, so overlooked in current education.

Keywords:

Primary Education, Didactics, Light, Color, Teacher in Training, Cognitive Domain, Learning.