Elimination of Misconceptions about Electricity through the Use of Concept Maps

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The purpose of this study is to determine the misconceptions of 7th grade students related to electricity and investigate the effect of concept mapping to eliminate them. The study was carried out on twenty 7th grade students in a primary school located in a region populated from middle socio-economic class in 2008–2009 academic years. The research design of the study was pre-experimental type that included one group pretest and posttest model has been applied. The data collection tool was the misconception test developed by the researchers. Test was prepared based upon the misconceptions encountered in literature and the gains targeted in the Science and Technology course program for the 7th grade students prepared by the ministry of Education. The test compromised by 8 four choice articles with difficulty ranging between .42 and .88 and selectivity ranging between .51 and .65. As a result of the analyses of the test the KR-20 reliability, mean difficulty and standard deviation of the test were determined as .77, .61 and 2.02 respectively. Before the study, misconception test had been applied as pretests. After a 4-week classroom management course, the same test had been applied as posttest. Arithmetic mean and dependent t-test were applied for analyzing data. Effect sizes correlation coefficient was also calculated (µ2=.27). At the end of this research, it was determined that there was a significant difference between the grades of the students they obtained from the pretest and posttests in favor of the posttest grades. It can be concluded at that point that misconceptions resist against the change. It can be also concluded that concept maps are effective in the elimination of the misconceptions. Their prolonged use may yield better results.


Keywords: Concept Mapping, Misconceptions, Science Education, Electricity, Experimental Study
Stream: Curriculum and Pedagogy; Student Learning, Learner Experiences, Learner Diversity
Presentation Type: Paper Presentation in English
Paper: A paper has not yet been submitted.


Herr GÖKHAN lLGAZ

Research Assistant, Department of Primary Teaching
Institute of Educational Sciences, Gazi University

ANKARA, ANKARA, Turkey


Herr Erdinç Öcal

PhD Student, Department of Primary Teaching
Institute of Educational Science, Gazi University

ANKARA, ANKARA, Turkey


Assist. Prof. Dr. Alev Dogan

Institute Coadministrator, Administration
Institute of Educational Sciences, Gazi University

ANKARA, ANKARA, Turkey


Assist Pınar Fettahlıoglu

Research Assistant, Department of Primary Education
Institute of Educational Science, Gazi University

ANKARA, ANKARA, Turkey


Ref: L09P1671