TY - JOUR T1 - 8. Sınıf Öğrencilerin Element, Bileşik, Karışım Kavramlarını Anlama Düzeyleri ve Kavram Yanılgılarının İncelenmesi TT - Investigating Eight Grade Students’ Understanding Level and Misconceptions on the Concept of Element, Compound, Mixture Investigating Eight Grade Students’ Understanding Level and Misconceptions on the Concept of Element, Compound, Mixture AU - Gökulu, Aytül PY - 2017 DA - March Y2 - 2016 JF - Kastamonu Education Journal JO - Kastamonu Eğitim Dergisi PB - Kastamonu Üniversitesi WT - DergiPark SN - 2147-9844 SP - 611 EP - 626 VL - 25 IS - 2 LA - tr AB - Çalışmada Çanakkale’de bir ortaokulda okuyan sekizinci sınıf öğrencilerinin “element-bileşik-karışım” kavramlarını anlamlı öğrenme düzeyleri ile bilimsel işlem becerileri, TEOGpuanları ve 8. Sınıf yılsonu başarı puanları arasındaki ilişki araştırılmıştır. Veriler, Element-Bileşik-Karışım Kavram Testi, Bilimsel İşlem Beceri Testi kullanılarak elde edilmiştir. Eldeedilen veriler SPSS 20 Paket programı kullanılarak analiz edilmiştir. Yapılan analiz sonucunda,öğrencilerin element-bileşik-karışım kavramlarını anlamlı öğrenme düzeyleri ile bilimsel işlembecerileri arasında anlamlı bir ilişki bulunmuştur. Bunun yanı sıra, öğrencilerin bilimsel işlembecerileri ile 8. Sınıf yılsonu başarı puanları ve TEOG puanları arasında da anlamlı bir ilişkitespit edilmiştir. Çalışmada, öğrencilerin ilgili kavramları tam anlama düzeylerinin %51.6-6.4 arasında değişirken, kavram yanılgılarının ise %41.7-5.0 arasında değiştiği belirlenmiştir.Öğrencilerin homojen-heterojen karışım ve iyonik yapılı bileşik kavramları ile ilgili kavramyanılgılarının fazla, anlama düzeylerinin ise düşük olduğu gözlemlenmiştir. Ayrıca, öğrencilerinverilen görsel modeller ile ilgili kavramları doğru eşleştirme oranının, bu kavramları doğruaçıklama oranından daha fazla olduğu tespit edilmiştir. KW - Element KW - bileşik KW - karışım KW - kavram yanılgıları KW - bilimsel işlem beceri düzeyi N2 - The purpose of this study was to investigate the meaningful learning level and the levelof misconceptions of the eight-grade students’ on the subject of “element-compound-mixture”.Also it was investigated the relationship among these variables students’ science process skillslevels, achievement scores from eight grade secondary education and scores on the TEOGExamination. Data was obtained by using Element-Compound-Mixture Concept Test andScience Process Skill Test. The result of the study showed that there was a significant relationshipbetween the students’ level of meaningful learning of the related concepts and science processskills. Also, it was found that there were significant relationships between students’ scienceprocess skills levels and achievement scores from eight-grade secondary education; scienceprocess skills levels and scores on the TEOG Examination. It was found that students’meaningful learning levels of the related concepts were % 51.6-6.4, and their misconceptionswere % 41.7-5.0 Consequently, it was determined that students’ misconceptions on the conceptof homogen-heterogen mixtures and ionic compounds are more and the understanding levelof these concepts is less than the concepts of element and molecular compounds. On the otherhand it was found that students’ true matching rate of the visual models and concepts is higherthan explaining these conceptions. CR - Ayas, A.,& Demirbas, A. (1997). Turkish secondary students’ conceptions of introductory chemistry concepts. Journal of Chemical Education, 74(5), 518–521. CR - Awan, A. S., Khan, T. M., Mohsin, M. N., & Doger, A. H. (2011). Students' misconceptions in learning basic concept'composition of matter'in chemistry.International Journal of Applied Science and Technology, 1(4). CR - Balım, A.G. ve Ormancı, Ü. (2012). 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