Bu çalışma 2003-2004 öğretim yılı güz döneminde, Ankara Türk Telekom Lisesi 1. Sınıf öğrencileri üzerinde gerçekleştirildi. Çalışma, öğrencilerin çözünürlük konusunu kavramaları üzerine, Laboratuvar Destekli Öğretim Yöntemiyle Geleneksel Anlatım Yönteminin etkilerini karşılaştırmak, ayrıca Ön Bilginin ve Mantıksal Düşünme Yeteneğinin cinsiyetin ve ekonomik durumun, konuyu kavramada etkisini saptamak amacıyla yapıldı. 9A ve 9B sınıflarından biri kontrol diğeri deney grubu olarak belirlendi. Konu, kontrol grubunda Geleneksel Anlatım Yöntemiyle, deney grubunda Laboratuvar Destekli Öğretim yöntemiyle işlendi. Öğrencilere öğretimden önce Mantıksal Düşünme Yeteneği Testi ve Çözünürlük Kavram Testi-Ön, öğretimden soThe aim of this study was to reveal misconceptions held by high school grade I students about solubility concepts and was to compare the effects of laboratory ınstruction and traditional instruction on the students understanding of this topic. One of 9A and 9B classes in Ankara-Türk Telekom High School were chosen as control group and the other class as experimental group. The topic of solubility was taught with traditional instruction in the control group and with laboratoryiınstruction in the experimental group. Logical Thinking Ability Test and Solubility Concept Test (SCT) were given to students as pre-test before application, only SCT was given as post-test after application. In addition, during the lessons and after the lessons; some questions were directed to the students and determined their deep ideas related to solubility. The results of SCT and the answers of the questionsÇözünürlük, laboratuvar destekli öğretim yöntemi, geleneksel öğretim yöntemi, mantıksal düşünme yeteneği, yanlış kavramalarMisconceptions, solubility, laboratory instruction, traditional teaching approach, concept test, logical thinking ability Tam Metin

The aim of this study was to reveal misconceptions held by high school grade I students about solubility concepts and was to compare the effects of laboratory ınstruction and traditional instruction on the students understanding of this topic. One of 9A and 9B classes in Ankara-Türk Telekom High School were chosen as control group and the other class as experimental group. The topic of solubility was taught with traditional instruction in the control group and with laboratoryiınstruction in the experimental group. Logical Thinking Ability Test and Solubility Concept Test (SCT) were given to students as pre-test before application, only SCT was given as post-test after application. In addition, during the lessons and after the lessons; some questions were directed to the students and determined their deep ideas related to solubility. The results of SCT and the answers of the questionsÇözünürlük, laboratuvar destekli öğretim yöntemi, geleneksel öğretim yöntemi, mantıksal düşünme yeteneği, yanlış kavramalarMisconceptions, solubility, laboratory instruction, traditional teaching approach, concept test, logical thinking ability Tam Metin