Bu çalışmada, öğrencilerin sahip oldukları kavram yanılgılarının nedenlerini belirlemek amacıyla öğretmen adaylarının görüşleri alınmıştır. Çalışmada veriler uzman görüşüne başvurularak hazırlanmış olan görüşme formu ve açık uçlu sorularla toplanılmıştır. Çalışmada elde edilen veriler NVivo nitel veri analiz programı ile analiz edilmiştir. Çalışmada kavram yanılgılarının nedenleri belirlenmeye çalışıldığından nitel araştırma desenlerinden araştırmanın doğasına uygun olan olgubilim (phenomenology) deseni kullanılmıştır. Öğrencilerin kavram yanılgılarının nedenlerinin tespit edilmesinde kodlama stratejisi tümevarımsal bir süreç izlenerek yapılmıştır. Çalışmada elde edilen sonuçlara göre kimya öğretmen adayları kavram yanılgılarının nedenleri arasında öğrencilerin kendileri, öğretmenler, öğrenme/çalışma ortamları ve aile, medya ve arkadaş faktörlerini göstermişlerdir.
In the present study, the views of pre-service teachers were obtained in order to determine the reasons for the misconceptions students hold. Data was collected via an interview form and open-ended questions which were prepared in accordance with the views of experts in the field. The obtained data of the study were analyzed via the NVivo qualitative analysis program. Phenomenology pattern, which is one of the appropriate qualitative research patterns, was used in this study since the aim was to determine the reasons behind student misconceptions. Coding theory was conducted within an inductive process for the determination of misconception reasons. According to the results of the study, pre-service chemistry teachers stated that the reasons behind misconceptions were factors such as students, teachers, learning/studying environments, family, media and friends.
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THE REASONS FOR THE MISCONCEPTIONS ACCORDING TO CHEMISTRY