Abstract
By exploring the Science Teacher program students’ misconceptions, this study was aimed to eliminate their misconceptions about image formation in plane mirrors by conceptual change texts. The data were obtained by applying a three-tired multiple choice test. The sample of the study were 90 sophomore students studying in Agri Ibrahim Cecen University Faculty of Education, Science Education Department. The conceptual change texts were then prepared to apply for instructional method in experimental group. By being parallel to each other conceptual change text method for experimental group and traditional lecturing method for control group were applied respectively. Later the multiple choice test were applied as post-test in both experimental and control group. The study showed that the conceptual change texts were more effective than traditional method for instruction to eliminate students’ misconceptions about image formation in plane mirrors.
Highlights
Physics education can be done well only with the application of new and effective teaching methods and techniques
Students ‘preliminary information and if they have, their misconceptions should be revealed seriously and teaching should be planned with taking these considerations in mind
8.6% of the students continued the carry the misconception "If the light source is raised higher than the position the image of the object slides up." It was observed that 2.9% increase happened after the application of conceptual change texts. 25.7% of the students continued the carry the misconception "If the light source is raised higher than the position the image of the object slides down." But this misconception was decreased in the rate of 22.9 after the application of conceptual change texts
Summary
Physics education can be done well only with the application of new and effective teaching methods and techniques. According to the constructivist learning theory, which is one of the most supported theory of learning in the last two decades, which has been put forth to explain how learning has taken place, the student makes new meaningful information by comparing it with the information he already has (Bodner, 1986) For this reason, students ‘preliminary information and if they have, their misconceptions should be revealed seriously and teaching should be planned with taking these considerations in mind. The misconceptions are rather personal experiences, results that are contrary to scientific facts and thoughts, that prevent learning meaningfully (Özkan et al, 2001) For this reason, one of the main goals of today's science education is to help the students to establish and eliminate the misconceptions that they have. The purpose of this study is; to determine the science teacher candidates’ misconceptions about image formations in plane mirrors and reflections, to prepare conceptual change texts from the findings, and to determine the effects of conceptual change texts on the elimination of misconceptions compared to traditional teaching methods
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