Abstract
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.
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