Anita Todorova1
Blagoja Markoski1
Olgica Dimitrovska1
Nikola Dimitrov2
1Ss. Cyril and Methodius University in Skopje, Faculty of Natural Sciences and Mathematics, Institute of Geography, Skopje, Republic of North Macedonia
2Goce Delcev University, Faculty of Tourism and Business Logistics, Shtip, Republic of North Macedonia
DOI:
UDC: 373.3.011.3-52:911.2(5)
Published: August 2026
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Keywords: diagnostic testing, prior knowledge, misconceptions, primary education, geography of Asia
Abstract:
An important prerequisite for effective learning and conceptual understanding of geography is the early identification of misconceptions among pupils in primary education. This paper aims to examine pupils’ prior knowledge and to identify misconceptions related to the physical-geographical characteristics of Asia among Grade VII primary school pupils, prior to the formal instruction of the curricular content. The study is based on the assumption that pupils possess general knowledge about the topic acquired through prior learning, media exposure, personal experiences, and other sources, which may include persistent and incorrect conceptions. The research employs a four-tier diagnostic pre-test that enables an examination of response accuracy, pupils’ confidence levels, and the reasoning underlying their choices. The testing was conducted before the instruction of the curricular content related to Asia, with the aim of determining what pupils know and identifying the content areas in which misconceptions are most pronounced. The reliability of the diagnostic test was verified, and the main research was conducted in accordance with statistical standards. The sample included Grade VII pupils from different regions, representing both urban and rural environments. The data analysis revealed the presence of numerous and stable misconceptions. A significant proportion of pupils demonstrated misconceptions related to climatic diversity, the spatial distribution of natural phenomena, and the tectonic activity of Asia. In the second phase of the research, a post-test is planned following the implementation of the curricular content on Asia, to determine whether the identified misconceptions have been resolved or continue to persist among pupils. The results of this study indicate the need for systematic diagnosis of pupils’ prior knowledge and its active integration into the planning and implementation of geography instruction, as well as the creation of conditions for more effective remediation of misconceptions and the enhancement of teaching quality.
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