The research compares teachers’ and their pupils’ performance on plant nutrition. The misconceptions of 89 primary school children from one state school have been compared with those of their four teachers. A questionnaire and a drawing task were used for data collection. The results evidence that children and teachers have serious shortcomings regarding plant nutrition, although they do not always coincide, diverging from common assumptions held by scientific literature. Results have implications for teacher training program design, suggesting that it is important to provide pre-service teachers with a deeper content knowledge and strategies that allow them to detect misconceptions and deal with them successfully in the classroom.

该研究比较了教师和学生在植物营养方面的表现。将来自一所公立学校的89名小学生的误解与他们的四名教师的误解进行了比较。使用问卷和绘图任务进行数据收集。结果证明，儿童和教师在植物营养方面存在严重缺陷，尽管他们并非总是一致，但与科学文献的普遍假设有所不同。结果对教师培训计划的设计有影响，这表明为职前教师提供更深入的内容知识和策略，使他们能够发现错误的观念并在课堂上成功地处理它们，这一点很重要。