Misconception

Das „ungehinderte Fließen“ von Grundwasser: Vor mehr als zwei Jahrzehnten griff Klemeš (1986) in einem sehr nachdenklich stimmenden, nichtsdestoweniger kurzweiligen und insgesamt lehrreichen Beitrag das Problem der Verbreitung hydrologischer Fehlkonzeptionen auf. Hauptursache waren seiner Einschätzung nach die mangelhafte universitäre Vorbildung und der überwiegend zufallsbestimmte Berufseinstieg der seinerzeit praktizierenden Hydrologen. Wie steht es damit im heutigen Deutschland?

This present aims at identifying and describing the misconception faced by primary school teachers in natural science subject. This is a descriptive qualitative study which is conducted to 50 primary school teachers. The data are gathered through observation sheet, interview, and diagnostic test. The data are further analyzed descriptively through four stages analysis, namely data collection, data reduction, data presentation, and making conclusion. The result of the study shows that there are 74.6 % of total responses of misconception and non-misconception. On the other hand, there are 25.4% who have the scientific concepts. Mostly, the misconception occurs on, 1) the concept of substances which are needed for photosynthesis on plants, 2) concepts of the needs of sunlight in photosynthesis, 3) the concepts of substance density, and 4) the concepts of free fall motion. Article visualizations:

With the world racing by fast, Artificial Intelligence is making its way into everything. Having the potential to make significant changes and being beneficial, this effectively programmed machine tech is running everything these days. From health industries to motors; financial sectors to trading; digital education to voice assistants. In every organization, security software, large-scale applications, and even the government, Artificial Intelligence is playing a key role. A rapid rise is observed in the use of AI tech support and tools in every sector. As this Artificial Intelligence is becoming quite the prime word everywhere, the Graphic Design industry is no exception. Graphic Design is carried out in various fields. For many divisions in the Design industry, including virtual games, web designs, app designs, etc. AI has become a reliable and trustworthy source. The motive of this research is to analyze the needs of AI and its ways in the Design Arena. This paper discusses what the graphic design applications are running on AI and if machine learning algorithms are as creative as a graphic designer. It includes detailed information on how it is helping Designers and also the impact of Artificial Intelligence on the graphic design business as a whole. In contrast, it also deals with a few misconceptions of AI taking over and how AI hype can perform its way around the ever-evolving work demands

In this paper I use the conceptual change theoretical framework, in order to describe and evaluate the productivity of teacher's in-situ support to Situational misconceptions. I illustrate a case in which two students work together in order to solve a problem in math. The focal point is their teacher's intervention, in which she attempts to get her students out of a messy situation. This analysis helps to understand, in fine grain, the process – and consequences – of avoiding refutation of non-productive narratives, before adding new ones - in the context of math problem solving. In addition, we learn that in the process of solution, narratives might not always compete: ideas from two, or more, narratives could be forged to new Situational misconceptions.

Bu araştırmada, Sosyal Bilgiler öğretmenlerinin ölçme ve değerlendirme alanındaki kavram yanılgılarının belirlenmesi ve öz-yeterlik algılarının incelenmesi amaçlanmıştır. Tarama modelindeki araştırmanın çalışma grubunu 2012–2013 eğitim-öğretim yılında Manisa ili Merkez ilçesindeki resmi ortaokullarda görev yapan 122 Sosyal Bilgiler öğretmeni oluşturmaktadır. Veri toplamak amacıyla, Arık (2006) tarafından geliştirilen Ölçme ve Değerlendirme Kavram Testi (ÖDKT) ile araştırmacı tarafından geliştirilen Ölçme ve Değerlendirme Öz-Yeterlik Ölçeği (ÖDÖYÖ) kullanılmıştır. Verilerin analizinde; betimsel istatistikler (frekans, aritmetik ortalama, yüzde, standart sapma), korelasyon, faktör analizi, t testi, tek yönlü varyans analizi kullanılmıştır.
Araştırma bulgularından elde edilen sonuçlara göre, 13 soruluk ÖDKT’de ortalama 2,32 soruda kavram yanılgısı yapılmıştır. En fazla kavram yanılgısı % 43,4 oranla “düzeltme puanı” kavramında yapılmıştır. Sosyal Bilgiler öğretmenlerinin kavram yanılgısı puanları; cinsiyete, hizmet içi eğitim durumuna ve ölçme ve değerlendirme dersi alıp almama durumuna göre anlamlı bir farklılık göstermemiştir. 0–5 yıl arası mesleki kıdeme sahip öğretmenlerin 21 yıl ve üzeri mesleki kıdeme sahip öğretmenlere göre daha az kavram yanılgısı yaptıkları belirlenmiştir. Eğitim Enstitüsü mezunları, diğer fakülte mezunlarına göre daha fazla kavram yanılgısına düşmüşlerdir.
Sosyal Bilgiler öğretmenlerinin ölçme ve değerlendirme öz-yeterlik algıları “Yeterli” düzeyde bulunmuştur. Öz-yeterlik algıları cinsiyete göre anlamlı bir farklılık göstermiş ve erkek öğretmenlerin kadın öğretmenlere göre kendilerini daha yeterli algıladıkları ortaya çıkmıştır. ÖDÖYÖ’den alınan yeterlik puanları, mesleki kıdeme, mezun olunan okul türüne, hizmet içi eğitim alıp almama durumuna ve mezun olunan okulda ölçme ve değerlendirme dersi alıp almama durumuna göre anlamlı bir farklılık göstermemiştir. Sosyal Bilgiler öğretmenlerinin yeterlik puanları ile kavram yanılgısı puanları arasında anlamlı bir ilişki bulunamamıştır.
Sosyal Bilgiler öğretmenlerinin ölçme ve değerlendirme alanında kavram yanılgıları olduğu ortaya konulmuş ve araştırmanın sonunda kavram yanılgılarının giderilmesine yönelik önerilere yer verilmiştir.
Anahtar Kelimeler: Ölçme ve Değerlendirme, Kavram Yanılgısı, Öz-Yeterlik

In this research, it was purposed to determine social studies teachers’ misconceptions in assessment and evaluation and to examine self-efficacy beliefs. The research is carried out by survey model and the group of the study is composed of 122 social studies teachers who are working at state secondary schools in central district of Manisa in 2012–2013 Education Year. To collect data Measurement and Evaluation Concept Test (MECT) developed by Arık (2006) and Measurement and Evaluation Self-efficacy Scale (MESES) developed by the researcher were administered. In analyzing data; descriptive statistics (frequency, arithmetic mean, percentage, standard deviation) correlation, factor analysis, T-Test, One Way ANOVA were used.
According to the results of the study, in MECT which is made up of 13 questions, misconceptions were found out with an average of 2,32 of the questions. The highest misconception rate was found as % 43.4 for adjustment score concept. Misconception scores of social studies teachers did not present significant statistical differences according to their gender, in service education training condition, or their condition of whether they took measurement and evaluation lesson, or not. It was determined that teachers within the occupational experience group of 0 to 5 years presented less misconception compared to the other teacher experience groups of 21 years and up. Teachers graduated from the Institute of Education showed more misconception compared to the other graduated teacher groups.
Measurement and evaluation self-sufficiency perceptions of social studies teachers were found on the level of “Adequate”. Their self-sufficiency perceptions exhibited significant difference based on gender; and it was revealed that male teachers perceive themselves more “sufficient” compared to the female teachers. Sufficiency scores taken from the “MESES” did not present significant difference according to their occupational experience, type of the graduated academy the condition that whether in service education training was taken before or not, and the condition that whether measurement and evaluation lesson was taken in the graduated academy or not. There is no significant relationship found between sufficiency scores of social studies teachers and their misconception scores.
It was presented that social studies teachers have misconceptions about measurement and evaluation field; and relevant suggestions were made at the end of the study to dismiss these misconceptions.
Key Words: Measurement and Evaluation, Misconception, Self-efficacy.

With the world racing by fast, Artificial Intelligence is making its way into everything. Having the potential to make significant changes and being beneficial, this effectively programmed machine tech is running everything these days. From health industries to motors; financial sectors to trading; digital education to voice assistants. In every organization, security software, large-scale applications, and even the government, Artificial Intelligence is playing a key role. A rapid rise is observed in the use of AI tech support and tools in every sector. As this Artificial Intelligence is becoming quite the prime word everywhere, the Graphic Design industry is no exception. Graphic Design is carried out in various fields. For many divisions in the Design industry, including virtual games, web designs, app designs, etc. AI has become a reliable and trustworthy source. The motive of this research is to analyze the needs of AI and its ways in the Design Arena. This paper discusses what the graphic design applications are running on AI and if machine learning algorithms are as creative as a graphic designer. It includes detailed information on how it is helping Designers and also the impact of Artificial Intelligence on the graphic design business as a whole. In contrast, it also deals with a few misconceptions of AI taking over and how AI hype can perform its way around the ever-evolving work demands.

The purpose of this research was to understand the misconception level of 10th grade students in Yogyakarta province of Indonesia in understanding the concept of ionic and covalent bonds. The ionic and covalent bonds were chosen based on the need assessment on chemistry teachers. This study was inclueded qualitative descriptive research which described the level of students' misconceptions. The sample of this study was 56 students of 10th grade students. The sample was selected by using purposive random sampling technique. The data was collected by three-tier diagnostic test. The data was analysed to determine the percentage of misconception level. The results indicated that the 10th grade students in Yogyakarta suffered misconception with high, medium, and low categories of 19.05%, 42.86%, and 9.52%, respectively.

Öğrenmeyi etkileyen faktörlerden birisi Ausubel’in (1963) de ısrarla savunduğu gibi öğrencinin ön bilgisidir. Öğrenci yeni bir konuyu öğrenirken mevcut bilgisi ile kendisine sunulan yeni fikirleri ilişkilendirebiliyorsa anlamlı öğrenmeyi gerçekleştirebilir ve bunu değişik problem durumlarına rahatlıkla uygulayabilir. Ancak, fen eğitimi alanında yapılan araştırmalar öğrencilerin sahip oldukları ön bilgilerin çoğu zaman bilim insanları tarafından kabul gören görüşlerle çeliştiğini; öğrencilerin ön bilgilerinin bazı  “kavram yanılgıları” içerdiğini göstermektedir.

Öğrencilerin sahip oldukları kavram yanılgılarının geleneksel eğitim ile bir başka deyişle “düz anlatımla” ortadan kaldırılmasını düşünmek eğitimciler açısından bir yanılgıdır.

Kavramsal değişim; öğrencinin mevcut bilgisini kendisine sunulan fikirler ile basit bir biçimde değiştirmesinden ziyade; öğrencinin mevcut kavramsal yapılarının radikal olarak yeniden düzenlenmesi ve nitel olarak farklı yeni temsillerin oluşturulması anlamına gelmektedir.

Yani, kavramsal değişimin amacı, öğrencilerin mevcut fikirlerini bilimsel olarak kabul edilen fikirlerle değiştirmelerine zorlamak değildir. Kavramsal değişim;  öğrencilerin bir fikri bir başka fikirle etkileşime sokma alışkanlığını oluşturmalarını ve alternatif düşünceye sahip olmak için uygun stratejiler geliştirmelerini sağlamalıdır.

Yukarıda sözü edilen gereksinimden yola çıkarak bu bölümde, kavram yanılgıları, nedenleri ve kavramsal değişim konuları tartışılacaktır.

Abstract: The study was carried out in order to determine the misconceptions of the 5th grade
students about the “Let’s Travel and Learn about the Living World” unit in the 2014-2015
academic year. 226 fifth grade students from three different schools participated in this study.
In the study that quantitative and qualitative research methods were applied, qualitative data
were obtained from semi-structured interviews and quantitative data were obtained from three-
tier concept diagnosis test. The data obtained from the concept diagnostic test were evaluated
with the application prepared in Microsoft Excel. Thus, students 'misconceptions and students'
missing information were determined. As a result of the study, a total of forty misconceptions
which were related to twelve of the twenty-three questions found in the diagnostic test were
identified. The misconceptions determined as a result of the interviews attended by 26 students
showed similarities with the misconceptions obtained in the diagnostic test. Although some of
the misconceptions detected are in parallel with the studies in the literature, misconceptions
about the unit which were not revealed before were determined in this study. If the educators
take into account the misconceptions determined while developing the course designs, the
students who will learn “Let’s of Living Things” and “Human-Environment Relationship” will
be able to construct these concepts in their minds more accurately.
Keywords:living world, environmental problems, misconceptions, three-tier test

One of the factors that affects the learning and student performance is
misconceptions. The purposes of this study are to; (i) define misconception and
give information about the related constructs, (ii) reveal how misconceptions can
be formed, (iii) expose some research findings about misconceptions in the field
of biology and, (iv) propose some conceptual change techniques (e.g., word association,
structural communication, diagnostic tree, concept maps, clinical interview,
conceptual change texts, analogy, prediction- observation, and
explanation) that can be used in the diagnosis and remedy of misconceptions.
The importance of misconceptions regarding biology and science education is
discussed and suggestions are proposed.

Abstrak : Penanaman konsep tentang geometri di SD sangat penting. Karena penanaman konsep yang benar pada saat SD akan menghindarkan peserta didik dari kesulitan di jenjang selanjutnya. Selain itu, penanaman konsep yang tepat, akan membawa peserta didik untuk menemukan rumus-rumus keliling dan luas dengan lebih mudah. Sehingga peserta didik tidak lagi terbiasa mendapatkan rumus yang sudah berupa rumus jadi tanpa pernah mengetahui darimana rumus itu berasal. Sama halnya dengan pembelajaran jajargenjang di SD. Jajargenjang merupakan bangun datar segi empat, dimana sisi yang berhadapan sama panjang dan sejajar. Rumus luas jajargenjang dapat diperoleh dari rumus luas segitiga. Hal inilah yang sering menimbulkan miskonsepsi bagi siswa karena mereka kesulitan menentukan alas segitiga. dan belum memahami mengapa rumus jajargenjang bisa diperoleh dari rumus segitiga. Dalam pembelajaran matematika, seringkali guru tidak memberitahukan atau menggunakan metode yang bisa digunakan untuk menemukan rumus-rumus di dalam matematika. Guru mengesampingkan adanya proses dalam pembelajaran matematika, sehingga hanya memberikan rumus-rumus begitu saja tanpa siswa tahu darimana rumus-rumus itu diperoleh. Padahal proses dalam matematika sangat penting. Kenyataannya ketika dihadapkan dengan soal yang tidak sama bentuknya dengan soal yang biasa siswa kerjakan, mereka akan mengalami kesulitan. Seperti halnya dalam pembelajaran geometri di sekolah dasar. Siswa yang biasanya hanya dihadapkan dengan angka-angka saja tanpa mengetahui darimana asal rumus-rumus yang ada dalam materi geometri tersebut akan mengalami kesulitan saat mendapatkan soal yang berbentuk cerita (kontekstual) atau dalam bentuk gambar. Hal ini terjadi karena mereka belum benar-benar memahami konsep dari materi tersebut. Mereka

Özet
Problem Durumu ve Amaç: Örüntünün günlük hayatımızdaki yeri çok önemlidir. Yaşadığımız andan öldüğümüz
ana kadar hayatımızın her alanında örüntüler bulunmaktadır. Matematik yaparken bile aslında örüntü yaptığımızın
bilincinde değilizdir. Hayatın her alanında bir matematiksel bir örüntü olduğunu da öngörürsek, matematiğin
özünde örüntülerin önemi çok büyüktür. Özellikle herkesin ön yargılı yaklaştığı ve korkulu rüyası olan matematik,
örüntüler sayesinde öğrencilerin ön yargılarının azalacağını düşünmekteyiz. Matematiğin öğretimi için
başvurduğumuz matematik eğitiminde de örüntülerin önemi büyük olup, örüntüler sayesinde de pek çok konu
kolaylıkla öğretilebilir. Lakin örüntülere genelleme düşüncesi atfedildiğinden dolayı kavram yanılgısına müsait
bir konudur. Bu çalışmanın amacında ise Matematik Öğretmeni Adaylarının Öğrencilerin Cebir konusunun
öğretiminde kullanılan örüntü kavramına yönelik kavram yanılgılarının tespitini ve bunlara yönelik çözüm
önerilerini incelemektir.
Yöntem: Bu çalışmada nitel araştırma desenlerinden olan olgubilim (fenomenoloji) deseni kullanılmıştır.
Böylelikle öğretmen adayları mesleğe başlamadan önce bu son adımda, matematiğin bel kemiği olan cebir alt
kazanımının her öğretim kademesinde olduğunun farkında olup buna göre eğitimi sağlanabilir. Çalışmamızda
2021 yılı Bahar Dönemi Erzurum ilinde bulunan bir devlet üniversitesinin Matematik Öğretmenliği programından
4. Sınıf matematik öğretmeni adayları oluşturmaktadır. Yapılan Örüntü Temelli Cebir Testinde (ÖCT) 5 adet soru
sorulmuştur. Bu sorulan sorular Matematik Öğretim Programı kapsamında yer alan kazanımlardan
oluşturulmuştur.
Bulgular ve Sonuç: Çalışmanın sonucunda matematik öğretmeni adayları bazı örüntü temelli kavram yanılgılı
cebir testinde kavram yanılgılarını bulabilirken, bazılarında ise zorlanmışlardır.
Öneriler: Böylelikle matematik öğretimi programında örüntü konusunun daha fazla ayrıntılı olarak verilmeli ve
böylelikle öğretmen adayları geleceğin öğretmeni olduğunda verimli ve doğru ders işleyerek, öğrencilerin
matematikteki başarılarını arttırmaya yönelik çalışmalar yapacaklardır.
Anahtar Kelimeler: Cebir, Kavram yanılgısı, Örüntü

The objective of this research is to analyze the presence of students' misconception on topic photosynthesis in Senior High School. The type of this research is the descriptive research. Subject of this research are 56 students class XII SMA in Tanjung Morawa, Sumatera Utara academic year 2014/2015. The technique of data collecting was the two tier multiple choices closed reasoning diagnostic test, consist of 45 questions. The finding of this research is the students getting misconception on topic photosynthesis in high category of misconception by percentage 66%. Abstrak: Penelitian ini bertujuan untuk menganalisis miskonsepsi siswa SMA pada konsep Fotosintesis. Jenis penelitian ini adalah penelitian deskriptif. Subjek penelitian adalah siswa Sekolah Menengah Atas kelas XII di Tanjung Morawa, Sumatera Utara tahun ajaran 2014/2015 yang berjumlah 56 orang. Instru-men penelitian yang digunakan berupa two tiers multiple choice diagnostic tests yang terdiri dari 45 soal. Hasil analisis miskonsepsi menunjukkan bahwa siswa mengalami miskonsepsi pada konsep Fotosintesis sebanyak 66%.

This study aims to find out how high the level and trends of student misconceptions experienced by high school students in Indonesia. The subject of research that is a class XI student of Natural Science (IPA) SMA Negeri 1 Anjatan with the subject matter limit function. Forms of research used in this study is a qualitative research, with a strategy that is descriptive qualitative research. The data analysis focused on the results of the students' answers on the test essay subject matter limit function with the number of students by 16 (sixteen). Data collection techniques used are shaped test methods essay, interview method to students who have misconceptions, and methods of documentation of the test answers. Examination of the validity of the data using a triangulation technique that compares the data written test results with data from interviews. The results of this study can be described as follows; (1) The level of misconceptions experienced by students belonging to the cat...

This present aims at identifying and describing the misconception faced by primary school teachers in natural science subject. This is a descriptive qualitative study which is conducted to 50 primary school teachers. The data are gathered through observation sheet, interview, and diagnostic test. The data are further analyzed descriptively through four stages analysis, namely data collection, data reduction, data presentation, and making conclusion. The result of the study shows that there are 74.6 % of total responses of misconception and non-misconception. On the other hand, there are 25.4% who have the scientific concepts. Mostly, the misconception occurs on, 1) the concept of substances which are needed for photosynthesis on plants, 2) concepts of the needs of sunlight in photosynthesis, 3) the concepts of substance density, and 4) the concepts of free fall motion.

Misconceptions are one the biggest troubles for both teachers and students. In order to have scientifically valid knowledge, students should have meaningful conceptual understanding. Researchers have been designing studies based on different teaching methods so as to reach beneficial outcomes to handle with misconceptions. In this study, the main purpose is to reveal misconceptions about particulate nature of matter held by middle and high school students in Turkey by examining the related studies done since 2010. In addition, another goals are to see which kind of data gathering instruments have been used frequently and to determine these studies have been implemented in which level, whether middle school or high school. With specific keywords and criteria, 21 related articles were reached and examined. The findings shows that open ended questionnaire or interview forms are the most frequent instruments in order to gather data in the studies which were done for diagnosing misconceptions about particulate nature of matter. The participants of studies are usually from middle school students. Lastly, misconceptions are common among students.

One of the most important concepts in chemistry is the particulate nature of
matter. In this study it is aimed to investigate science student teachers’ understandings
and misunderstandings of the particulate nature of matter. To achieve
this an open-ended test with three questions was developed and implemented
to 190 students in their second year in the Science Division of Fatih Faculty
of Education at Karadeniz Technical University in 2001-2002 academic
year. Students’ responses were analyzed in detail and classified in sound
understanding (SU), partial understanding (PU), specific misconception(
SM), no understanding (NU), and no response (NR) categories. The ratio
of students’ responses in SU, PU and SM categories are in the range of
16-18%, 37-53%, and 16-24%, respectively.

Bu çalışmanın amacı, üniversite öğrencilerinin erime ve çözünme konusunda sahip oldukları kavram
yanılgılarını ortaya çıkarmak ve bu kavram yanılgılarını ontolojik kategoriler temelinde incelemektir. Ayrıca
öğrencilerin erime ve çözünme konusunda sahip oldukları kavram yanılgıları bilimsel düşünme düzeylerine göre
karşılaştırılmak istenmiştir. Çalışmaya Hacettepe Üniversitesi Eğitim Fakültesi Biyoloji Eğitimi Anabilim
Dalında Temel Kimya dersini alan toplam 25 öğrenci katılmıştır. Çalışmada veri toplama aracı olarak, uzman
görüşüne başvurularak hazırlanan beş açık uçlu soru ve Bilimsel Düşünme Yetenekleri Testi (BDYT)
kullanılmıştır. BDYT’den elde edilen puanlara göre somut operasyon döneminde 7, geçiş ve soyut operasyon
döneminde 9’ar öğrenci bulunmaktadır. Öğrencilerin verdikleri cevapların analizi sonucu öğrencilerin erime ve
çözünme konusunda çeşitli kavram yanılgılarına sahip oldukları belirlenmiştir. Öğrencilerin madde kategorisinin
alt kategorisi olan mikroskobik tanecik ile makroskobik madde kategorileri arasında yaptıkları yanlış
kategorileştirmeler sonucu kavram yanılgılarına sahip oldukları belirlenmiştir. Ayrıca süreç kategorisinin bir alt
kategorisinde yer alan olay kategorisindeki erime ve çözünme kategorilerinin de öğrenciler tarafından birbiriyle
karıştırıldığı belirlenmiştir.

Fragmento mayor de Tesis de Maestría en Educación Básica, que aborda la falta de interés del alumnado por la asignatura Artes Visuales, incluyendo el prejuicio de "Cultura Afirmativa" como elemento de falta de significatividad psicopedagógica en las actividades que se suelen imponer a los estudiantes.

The present study investigates the conceptions of some teachers of mathematical infinity. A group of 32 pre-service and in-service teachers were asked to define the concept of infinity in mathematics. Teachers' definitions were analyzed and categorized according to the APOS theory. Results showed that more than half of the participants' definitions indicated a mixed conception of process and object at the same time.

Bu çalışmanın amacı; açıklayıcı hikayenin 6.sınıf öğrencilerinin fiziksel ve kimyasal değişim konusundaki kavram yanılgılarını değiştirmeye olan etkisini incelemektir. Çalışmada örnek olay yöntemi kullanılmıştır. Araştırmanın örneklemini 6. sınıfta öğrenim gören 40 öğrenci oluşturmuştur. Araştırmada veri toplama aracı olarak; açık uçlu sorulardan oluşan test ve yarı-yapılandırılmış mülakatlar kullanılmıştır. Hazırlanan test ön ve son-test olarak uygulanmıştır. Öğrencilerin fiziksel ve kimyasal değişim konusundaki kavram yanılgılarını belirlemek amacıyla uygulanan ön-testle kavram yanılgılarına sahip öğrenciler tespit edilmiştir. Bu öğrencilerin içinde bulunduğu gruba açıklayıcı hikaye yöntemi kullanılarak konu anlatılmış, ardından son-test uygulanarak kavram yanılgılarındaki değişim belirlenmiştir. Öğrencilerin her biriyle yarı-yapılandırılmış mülakatlar yapılarak açıklayıcı hikayelerin kavram yanılgılarını düzeltmede etkisinin olup olmadığı araştırılmıştır. Araştırmanın sonucunda; açıklayıcı hikayelerin fiziksel ve kimyasal değişimle ilgili kavram yanılgılarını gidermede etkili olduğu sonucuna ulaşılmıştır. Benzer şekilde kavram yanılgılarının bulunduğu konularda açıklayıcı hikayeler kullanılarak kavram yanılgılarının giderilebileceği kanısına varılmıştır.

This study aims to report the development an instrument that is standardized (reviewed by validity, reliability, and difficulty index) to detect science misconception in an elementary school teacher. This study used a 4-D model; defining, designing, developing, and disseminating. First, it was prepared with 47 opened-ended questions, and then it was validated by two experts (Physics and Biology) to find out content validity value and inter-rater reliability. The next stage was arranged an empirical test to 103 elementary school teachers in Surakarta, Indonesia by stratified purposive sampling. The data were analyzed using content validity formula, a measure of Agreement Kappa, Pearson's Correlation, Cronbach's alpha, and difficulty index. The result of this study indicated that there were 22 valid items. It can be concluded that this instrument is worthy to be used to detect the science misconception of an elementary school teacher.

This study aims to find out how high the level and trends of student misconceptions experienced by high school students in Indonesia. The subject of research that is a class XI student of Natural Science (IPA) SMA Negeri 1 Anjatan with the subject matter limit function. Forms of research used in this study is a qualitative research, with a strategy that is descriptive qualitative research. The data analysis focused on the results of the students' answers on the test essay subject matter limit function with the number of students by 16 (sixteen). Data collection techniques used are shaped test methods essay, interview method to students who have misconceptions, and methods of documentation of the test answers. Examination of the validity of the data using a triangulation technique that compares the data written test results with data from interviews. The results of this study can be described as follows; (1) The level of misconceptions experienced by students belonging to the category of low, amounting to 12.18%. However, students who do not understand the concept quite high at 40.38%, and the others are students who understand the concept that is equal to 47.44%. (2) The misconception most experienced students lie in subconcepts explain the meaning of limit function at one point through the calculation of values around that point, that is equal to 20.51%. The tendency misconceptions experienced by students is located on errors and operating concepts that misconceptions students that there should be no limit in the completion of the writing of the emblem and misconceptions about the limit students to conclude if the limit value of 0 is no limit to the value of the function.

Öğrencilerin sınıf ortamına daha önceden kazandıkları pek çok bilgi, inanç ve fikirlerle geldikleri bilinmektedir. Bu inançlar öğrencinin bakış acısına göre oldukça mantıklı olsa da, bilimsel olarak kabul edilebilir nitelikte olanlardan oldukça farklı olabilmektedir. Bu nedenle öğrencilerin ön bilgilerinin belirlenmesi önem taşımaktadır. Bu çalışmada, öğrencilerin en fazla hatalı bilgiye sahip oldukları iki kavram olan ısı ve sıcaklık kavramları ile ilgili öğrenci anlamaları belirlenmeye çalışılmıştır. Bu amaçla, ana okulundan yüksek öğrenime kadar beş kademede öğrenim gören öğrencilerden rastgele seçilen toplam 85 öğrenci (her seviyeden 5 öğrenci) ile yapılandırılmış mülakatlar yürütülmüştür. Ayrıca 4 ana okulu öğretmeni ile bu kavramlarla ilgili yarı-yapılandırılmış mülakatlar gerçekleştirilmiştir. Elde edilen bulgular her seviyedeki öğrencilerin çeşitli hatalı fikirler taşıdıklarını göstermiştir. Bu ve benzer çalışmaların sonuçları dikkate alınarak, fen bilgisi konularına ilişkin tespit edilen kavram yanılgılarını giderebilecek nitelikte materyaller geliştirilmeli ve öğretmenlerin kullanımına sunulmalıdır.

The aim of this study was to investigate the relationship between undergraduate students’ misconceptions of atomic models and classical physics (e.g., kinematic, gravitation, and Newtonian law). The Quantum Physics Diagnostics Test was used to explore students’ misconceptions of atomic models and the Force Concept Inventory was used to explore their misconceptions of classical physics. Both instruments were administered to undergraduate students enrolled in a quantum physics course. The results of data analysis (via correlation and CRI methods) show that the correlation between the students’ misconceptions of atomic models and kinematic concepts is more significant than the correlation between their misconceptions of atomic models and the concepts of gravitation or Newtonian law. Many students believed that the model of the hydrogen atom was the same as the planet model or a simple orbital model. This fact shows that students’ misconceptions of atomic models are related to their understanding of classical physics. The implications of this study suggest that the teaching of quantum physics courses should begin with the clarification that the subject has nothing to do with classical physics due to the limitation of its definition. Another implication involve the need to avoid describing quantum physics in classical physics views. Therefore, quantum physics should be taught through quantum physics views and definitions rather than through analogies to classical physics

In this study, it was aimed to determine elementary seventh grade gifted students' difficulties and misconceptions (alternative conceptions) on " point, line, line segment, ray and plane " concepts. A two-tier diagnostic test was used as a data collection instrument to figure out students' misconceptions. The sample consisted of 28 middle-school gifted students who attended an after school program at a university campus in the spring term of the year 2008-2009. Results from this study illustrated that gifted students had some difficulties in understanding and misconceptions on " point, line, line segment, ray and plane " concepts. These misconceptions were listed under the following five categories; misconceptions on understanding geometric concepts' real world applications, misconceptions when using basic geometric concepts' features in complex problem solving situations, misconceptions on understanding different forms (symbolic, visual etc.) of the same geometric concepts, misconceptions in the process of concretization of undefined geometric concepts under their models in mind, misconceptions about forgetting the main principles of concepts in the process of nested use of different geometric concepts. SUMMARY Purpose and significance: Turkish students have performed really lower in mathematics subject domain in international exams such as The Trends in International Mathematics and Science Study (TIMMS) and Program for International Student Assessment (PISA). There have been a few countries that underperformed Turkey in mathematics. Specifically, in geometry domain of mathematics, Turkey scored lower than its general mathematics average. Thus, it is clear that Turkish students have problems in understanding mathematics in general and geometry in particular. Point, Line, Line Segment, Ray, and Plane are some of the basic topics of geometry and could be used as a base to understand geometry. It would be useful to understand students' difficulties and misconceptions on that topic. A study of gifted students in particular will illustrate their understanding and misconceptions, if any, of these concepts and will shed light onto difficulties students experience in understanding these concepts.

This paper presents the use of case analysis in teaching circular motion. The teaching sequence was developed based on the alternative conceptions found during the diagnostic phase of this study. It was implemented to twenty-six (26) students in their second year at the university taking up a program in Bachelor in Secondary Education-Physical Science and enrolled in a course in mechanics. Results revealed that the teaching sequence was helpful in correcting alternative conceptions and in increasing conceptual understanding. Inconsistencies in the conceptions were also minimized.

This paper focuses on young children’s scientific preconceptions and discusses teachers’ identification of these preconceptions when teaching science in the early years, on which research is still limited. This paper is based on the theoretical framework of constructivism and it defines preconceptions as children’s erroneous concepts prior to formal education. A two phase case study approach was employed, facilitating in-depth investigation though the use of questionnaires, interviews and observations. The results indicate that the teachers did not dedicate time to identify children’s preconceptions when planning and teaching science, even when acknowledging preconceptions’ possible existence. This indicates a possible lack of appreciation of the importance of children’s preconceptions of the consequences when ignoring them. The results also indicate the need for further training and professional development in relation to the teaching of early-years science, especially since only a very small percentage of early years teachers tend to study science during their years compulsory education. A number of suggestions are also provided for practice and policy that can be useful for other subjects as well.