Elimination of Misconceptions about Percentages with the Cognitive Conflict Approach
Öz
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.
Anahtar Kelimeler
cognitive conflict approach, misconception, percentages, 8th grade students
Kaynakça
- 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.
