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In this study, the development of chemistry concept through 7th, 9th and 11th grades is determined and it is also searched that the development of chemistry concept is proportional to the historical development of it. The study was carried out with a cross-sectional research in the form of a case study in Giresun in Turkey. Firstly, a chemistry test was applied to 157 students to collect data. With the help of the data handed from the test, a new likert test consisting 12 questions was constructed. The likert test was applied to 30 students in the interviews in order to reveal students’ real ideas and the reasons behind their answers of the first chemistry test. The data frequencies are calculated and tabulated. According to the findings, chemistry concept is constructed in students’ minds related to their grades. There is also a direct relationship between the construction and the historical development of the concept. In order to overcome misconceptions and to teach concepts for meaningful learning, concept mapping, prediction-observation-explanation, interviews about concepts, drawings, fortune lines, relational diagrams and word association techniques are suggested for teachers.