Abstract
In the educational process is now quite often put emphasis preconceptions. Their definition is very diverse, but in general the naive ideas of individuals that are generated during everyday life.
These ideas may be incomplete or incorrect. The educational process should develop the terms and create relations between them.
These processes are leading to easier understanding of various phenomena, especially in the field of science subjects (physic, chemistry and biology). The article explains the indispensable role of the preconceptions in the each lesson for the each student.
In the first part it explains the term of the preconception. In the next part of the article is combined the term of preconception with constructivistic learning.
Additionally, this article discusses the most common methods which are used for the determi-nation of preconceptions. Finally the article describes and summarizes the research carried out on the sample 8th grade pupils of basic schools, which charted the most common preconcep-tions of these students foregoing any chemical experiment.
The research survey worked with the most common analysis method (pupil's creations = drawing method) and five specified terms.