Her düzeydeki kimya öğrencilerinin, maddenin yapısı ile ilgili önemli kavram yanılgılarına ve anlama güçlüklerine sahip oldukları birçok çalışmada gösterilmiştir. Sorunun önemli nedenlerinden biri olarak, öğretmen eğitiminde yapılan bazı yanlışlıklar gösterilebilir. Bu amaçla ilk olarak, maddenin yapısı konusu ile ilgili öğrenci başarısını ölçmek üzere Balıkesir Üniversitesi Necatibey Eğitim Fakültesi dört yıllık kimya öğretmeni programı 7.yarıyıl öğrencilerine bir başarı testi uygulanarak değerlendirildi. Bu test sırası ile 6, 2 ve 10 soru içeren üç bölümden oluşmaktadır. Verilerin analizinden konu ile ilgili bazı önemli yanlış kavramalar ile anlama güçlükleri belirlendiği için, aynı programın 4.yarıyıl öğrencilerinden Numerous studies have been reported that many chemistry students at all level of education have important misconceptions and understanding difficulties related to the structure of matter. One of the most important reason is the some default performed during teacher training courses. For this purpose, firstly a paper-and-pencil test for assesing academic achievement on structure of matter topic was applied to 46 graduate students who were at 7th semester four-year chemistry teacher training programme in Necatibey Education Faculty and then evaluated. The achievement test had three sections, each of which consisted of 6,2,10 questions, respectively. Since the some important misconceptions and understanding difficulties on the topic was determined from data analyzed, a study group who was at 4th semester of the same programme in Necatibey Education Faculty was selected and the formation ofİşbirlikli Öğrenme, Öğretmen Eğitimi, Öğrenci BaşarısıCooperative Learning, Teacher Education, Students Achievement Tam Metin

Numerous studies have been reported that many chemistry students at all level of education have important misconceptions and understanding difficulties related to the structure of matter. One of the most important reason is the some default performed during teacher training courses. For this purpose, firstly a paper-and-pencil test for assesing academic achievement on structure of matter topic was applied to 46 graduate students who were at 7th semester four-year chemistry teacher training programme in Necatibey Education Faculty and then evaluated. The achievement test had three sections, each of which consisted of 6,2,10 questions, respectively. Since the some important misconceptions and understanding difficulties on the topic was determined from data analyzed, a study group who was at 4th semester of the same programme in Necatibey Education Faculty was selected and the formation ofİşbirlikli Öğrenme, Öğretmen Eğitimi, Öğrenci BaşarısıCooperative Learning, Teacher Education, Students Achievement Tam Metin