jcer Journal of Computer and Education Research 2148-2896 Tamer KUTLUCA 10.18009/jcer.1223434 Other Fields of Education Alan Eğitimleri Elimination of Misconceptions about Percentages with the Cognitive Conflict Approach Elimination of Misconceptions about Percentages with the Cognitive Conflict Approach https://orcid.org/0000-0001-5247-8565 Güler Okumuş Merve https://orcid.org/0000-0002-0469-3786 Güveli Ebru RECEP TAYYIP ERDOGAN UNIVERSITY 03 21 2023 11 21 162 192 12 23 2022 03 03 2023 Copyright © 2013, Journal of Computer and Education Research 2013 Journal of Computer and Education Research

This research aimed to eliminate the misconceptions about percentages with the cognitive conflict approach. The sample of the research consists of 10 students studying in the 8th grade of a public school in the central district of Rize/Turkey in the 2020-2021 academic year. In the study, in which the action research method was adopted, a misconception diagnosis test was developed by conducting a pilot study. In the light of the data collected after the pretest was applied, a lesson plan was prepared in accordance with the stages of the cognitive conflict approach and the application lasting four lesson hours was carried out with the students. The posttest was administered 2 weeks after the application. Data collection tools are two-stage diagnostic test, reflective diaries and video recordings. According to the findings, it was observed that the misconceptions of some students were eliminated, and the misconceptions continued in a student.

This research aimed to eliminate the misconceptions about percentages with the cognitive conflict approach. The sample of the research consists of 10 students studying in the 8th grade of a public school in the central district of Rize/Turkey in the 2020-2021 academic year. In the study, in which the action research method was adopted, a misconception diagnosis test was developed by conducting a pilot study. In the light of the data collected after the pretest was applied, a lesson plan was prepared in accordance with the stages of the cognitive conflict approach and the application lasting four lesson hours was carried out with the students. The posttest was administered 2 weeks after the application. Data collection tools are two-stage diagnostic test, reflective diaries and video recordings. According to the findings, it was observed that the misconceptions of some students were eliminated, and the misconceptions continued in a student.

 cognitive conflict approach misconception percentages 8th grade students Cognitive conflict approach misconceptions percentages 8th grade students Akar, H. (2003). Oluşturmacı öğrenme sürecinin hizmet öncesi öğretmen eğitimi öğrencilerinin erişi, kalıcılık ve tutumuna etkisi [Impact of constructivist learning process on preservice teacher education students’ performance, retention and attitudes]. Doctoral dissertation, Ortadoğu Teknik University, Ankara. Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/ Akbaş, Y. (2008). Ortaöğretim 9. sınıf öğrencilerinin iklim konusundaki kavram yanılgılarının giderilmesinde kavramsal değişim yaklaşımının etkisi [The effect of conceptual change approach to eliminate 9th grade high school students misconceptions about climate subject], Doctoral dissertation, Atatürk University, Erzurum. Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/ Akgün, Ö. E. & Deryakulu, D. (2007). The effects of refutational text and predict-observe explain strategies on students’ levels of cognitive conflict and conceptual change. Ankara University, Journal of Faculty of Educational Sciences, 40 (1), 17-40. Akpınar, E., Erol, D. & Aydoğdu, B. (2009). The role of cognitive conflict in constructivist theory: An implementation aimed at science teachers. Procedia-Social and Behavioral Sciences, 1 (1), 2402-2407. https://doi.org/10.1016/j.sbspro.2009.01.421 Akpınar, S. (2018). 7. sınıf öğrencilerinin yüzdeler konusundaki öğrenme güçlükleri, kavram yanılgıları ve nedenlerinin incelenmesi [Analysing the misconceptions that students have about polygon and special quadrilaterals]. Unpublished master thesis. Erciyes University, Kayseri. Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/ Baddock, M. & Bucat, R. (2008). Effectiveness of a classroom chemistry demonstration using the cognitive conflict strategy. International Journal of Science Education, 30 (8), 1115-1128, https://doi.org/10.1080/09500690701528824 Başer, M. (2006). Fostering conceptual change by cognitive conflict based instruction on students' understanding of heat and temperature concepts. Eurasia Journal of Mathematics, Science and Technology Education, 2(2), 96-114. Baykul, Y. (2015). Eğitimde ve psikolojide ölçme [Measurement in education and psychology]. Ankara, Turkey: Pegem Academic. Bayraktar, F. (2020). 5.sınıf yüzdeler konusunun probleme dayalı öğretiminin APOS teorisi ile incelenmesi. [Effect of problem-based STEM activities on 7th grade students' mathematics achievements, attitudes, and views on teaching ratio-proportion and percentage]. Unpublished master thesis, Fırat University, Elazığ. Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi Biggs, J. (1990). Teaching fordesired learningoutcomes. N.Entwistle (Ed.), In Handbook of educational ideas and practices (pp. 681–693). New York, USA: Routledge. Bingölbali, E. & Özmantar, M.F. (2010). İlköğretimde karşılaşılan matematiksel zorluklar ve çözüm önerileri, [Mathematical difficulties encountered in primary education and solution suggestions], 2. Press. Ankara, Turkey: Pegem publication. Bulut-Baran, D., Güveli, E. & Güveli, H. (2021). A study on developing a three-tier concept test on exponential expressions. Cumhuriyet International Journal of Education, 10 (3), 1150-1167. https://doi.org/10.30703/cije.819260 Chan, C., Burtis, J., & Bereiter, C. (1997). Knowledge building as a mediator of conflict in conceptual change. Cognition and Instruction, 15,1-40. Chinn, C. A., & Brewer, W. F. (1998). An empirical test of a taxonomy of responses to anomalous data in science. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 35(6), 623-654. Chow, T., C. & David, T. (2013). An intervention study using cognitive conflict to foster conceptual change. Journal of Science and Mathematics Education in Southeast Asia. 36 (1), 44-64. Fraser, D. (2007). Using cognitive conflict to promote a structural understanding of grade 11 Algebra. Doctoral dissertation. Faculty of Education-Simon Fraser University. Erdem, E., Özçelik, A., & Gürbüz, R. (2018). Difficulties encountered by 7th graders in the subject percent’ and suggestions. İnönü University Journal of the Faculty of Education, 19(3), 638-653. https://doi.org/10.17679/inuefd.345749 Festinger, L. (1957). A theory of cognitive dissonance. Stanford, CA: Stanford University Press. Gökçe-Erdem, Ö. (2021). Bilişsel çelişkiye dayalı öğretim metoduna göre hazırlanmış etkinliklerin 7. Sınıf öğrencilerin kuvvet ve enerji konusundaki kavram yanılgılarının giderilmesine etkisi [Activities prepared according to the teaching method based on cognitive contradiction 7. Class the effect of students on the elimination of misconceptions about strength and energy]. Unpublished master's thesis, Bülent Ecevit University, Zonguldak. Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi Güveli, H., Baki, A., & Güveli, E. (2022). The impact of the cognitive conflict approach on the elimination of the misconception in square root numbers. Education Quarterly Reviews, 5(2), Current Education Research in Turkey, 39-52. https://doi.org/10.31014/aior.1993.05.04.604 Herawaty, D., & Rusdi, R. (2016). Increased capacity of the understanding of the concept and the ability to solve problems through the implementation of the model of teaching mathematics realistic based on cognitive conflict students. Infinity Journal, 5(2), 109-120. Hewson, P.W. & Hewson, M.G. (1984). The role of conceptual conflict in conceptual change and the design of science instruction. Instructional Science, 13, 1–13. Koay, P.L. (1998). The knowledge of percent of pre-service teachers. Mathematics Educator, 3(2), 54-69. Lee, G., & Kwon, J. (2001). What do we know about students' cognitive conflict in science classroom: A theoretical model of cognitive conflict process. Proceedings of 2001 AETS Annual meeting, Costa Mesa, CA, pp. 309–325. ERIC Document Reproduction Service No. ED 453083. Limon, M. (2001). On the cognitive conflict as an instructional strategy for conceptual change: A critical appraisal. Learning and Instruction, 11, 357–380. Macun, Y. (2019). Problem temelli stem etkinliklerinin oran-orantı ve yüzdeler konularının öğretiminde 7. Sınıf öğrencilerinin matematik başarılarına, tutumlarına ve görüşlerine etkisi. [Effect of problem-based stem activities on 7th grade students' mathematics achievements, attitudes, and views on teaching ratio proportion and percentage]. Unpublished master's thesis, Erciyes University, Kayseri. Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/ Maharani, I. P., & Subanji, S. (2018). Scaffolding based on cognitive conflict in correcting the students' algebra errors. International Electronic Journal of Mathematics Education, 13(2), 67-74 Madu, B. C., & Orji, E. (2015). Effects of cognitive conflict instructional strategy on students’ conceptual change in temperature and heat. Sage Open, 5(3), Ministry of National Education [MONE]. (2018). Ortaokul matematik dersi (5,6,7 ve 8. sınıflar) öğretim programı [Mathematics course (5,6,7 and 8.classes) teaching program]. Ankara, Turkey: Ministry of National Education Printing. Moody, B. (2010). Connecting the points: cognitive conflict and decimal magnitude. Mathematics Education Research Group of Australasia. Retreved from https://files.eric.ed.gov/fulltext/ED520906.pdf Mula, M., & Hodnik, T. (2020). The PGBE model for building students' mathematical knowledge about percentages. European Journal of Educational Research, 9(1), 257-276. Özbey, S. & Köyceğiz-Gözeler, M. (2020). A study on the effect of the social skill education on the academic self respect and problem solving skills of the pre-school children. International e-Journal of Educational Studies (IEJES), 4 (8), 176-189. https://doi.org/10.31458/iejes.727590 Özçelik, A. (2015). 7. sınıf yüzde ve faiz konusunun gerçekçi matematik eğitimine dayalı olarak işlenmesinin öğrencilerin başarı ve tutumlarına etkisi [The effect of teaching percents and interest issues based on realistic mathematics education on the grade 7th students' achievement and the attitudes]. Unpublished master's thesis, Fırat University. Elazığ. Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/ Parker, M., & Leinhardt, G. (1995). Percent: A privileged proportion. Review of Educational Research, 65(4), 421-481. Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982). Accommodation of a scientific conception: Towards a theory of conceptual change. Science Education, 66 (2), 211-227. Pratiwi, E., Nusantara, T., Susiswo, S., Muksar, M., & Subanji, S. (2019). Characteristics of students’ cognitive conflict in solving a problem based on information processing theory. International Journal of Learning, Teaching and Educational Research, 18(2), 76-88. Rahim, R. A., Noor, N. M., & Zaid, N. M. (2015). Meta-analysis on element of cognitive conflict strategies with a focus on multimedia learning material development. International Education Studies, 8(13), 73-78. Risacher, B. F. (1992). Knowledge growth of percent during the middle school years. University of Delaware. Dissertation Abstracts International, 54(03), 853A. Smedslund, J. (1961). The acquisition of conservation of substance and weight in children. Scandinavian Journal of Psychology, 2, 156–160. Sumarna, O. & Yulistiana, R. (2016). Applying the “cognitive conflict” strategy to facilitate changes in the conception of first semester students on the topic of voltaic cell, advances in social science, education and humanities research (ASSEHR), volume 57. 1st International Conference of Mathematics and Science Education (ICMSEd), 241-246. Thagard, P. (1992). The structure of conceptual revolutions. Cambridge, MA: MIT Press. Toka, Y., & Aşkar, P. (2002). Cognitive contradiction and conceptual change are one of the text methods the effect of unknown first-order equations on student achievement. Hacettepe University Journal of Faculty of Education. 23(23), 211-217. Tomson, A. (2021). An ınterdisciplinary analysis of the concept of percent. University of California, Merced. Retreved from https://escholarship.org/uc/item/63c4h4g8 Wyrasti, A. F., Sadijah, C. As’ari, A. R. & Sulandra, M. (2019). The misanalogical construction of undergraduate students in solving cognitive conflict identification task, International Electronic Journal of Mathematics Education, 14 (1), 33-47. Yaman, İ. (2013). Effects of instructions based on cognitive bridging and cognitive conflict on 9th grade students’ understanding of force and motion, epistemological beliefs, and self-efficacy. Unpublished doctoral dissertation, Middle East Technical University,Ankara, Turkey. Yıldırım, A. & Şimşek, H. (2018). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in social sciences] (11. press). Ankara, Turkey: Seçkin Publishing. Yılmaz, H. Z. (2019). Altıncı sınıf öğrencilerinin çokgenler ve dörtgenler konusundaki kavram yanılgılarının Geogebra ile bilişsel çelişki oluşturularak giderilme sürecinin incelenmesi [The misconceptions of sixth grade students about polygons and quadrilaterals investigation of the elimination process by creating cognitive contradiction with Geogebra]. Unpublished Master’s Thesis, Gazi University, Ankara. Yurdugül, H. (2005). Scope validity for scope validity in scale development studies use of indexes. XIV. National Congress of Educational Sciences. Pamukkale University Faculty of Education, Denizli.