Abstract:

It is important to be provided meaningful and permanent learning in the Secondary School Mathematics Curriculum based constructivist approach. In order to achieve it, firstly, existing information of students about a subject should be determined and lastly, if they have misconceptions related this subject, these misconceptions are determined and removed. One of the effective methods using to determine is Conceptual Change Texts (CCT). The purpose of this study was to provide being learnt “Height” concept by the secondary school fifth class students and to remove misconceptions of these students with CCT. The study was made of the spring semester of the 2012-2013 academic years. Participants were 80 students from two different schools of Ankara. One of these schools was public schools and the other school was private school. A quasi-experimental design was used as the research method. There were two groups being experimental and control in each of schools. CCT was used in the experimental group and traditional instruction was used in the control group. “Height Achievement Test” developed by researchers was applied as pre-test and post-test for the experimental and control group. Difference between scores of experimental group and control groups was analyzed with independent samples t-test. The findings in this study indicated that there was a significant difference between the control and experimental groups in favour of experimental group (p<.05) for the both schools. Findings indicated that lessons being studied with conceptual change texts are more effective than traditional instruction

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