Abstract:

The aim of this study is to determine the impact of teaching materials prepared with a contextual-based learning approach enriched with different conceptual exchange strategies on the subject and characteristics of the pre-school teacher candidates on alternative concepts. Half-experimental methods have been used. In the study, the course materials and two-stage subjects and characteristics Concept Test questions have been developed and pilot application has been made. After the necessary corrections in the curriculum materials and tests were made, the primary application was applied to the 3rd-class trial group (28) and the control group (28) of the subject and characteristics Concept Test as a pre-final test. As a result of the applications, semi-configured interviews were conducted with a total of 6 teachers candidates, including 3 teachers candidates in the trial group, 3 in the control group. The statistical analysis of the data obtained from the Concept Test and interviews found that they were more successful in removing alternative concepts compared to the control group of the experiment group. As a result, the study found that the context-based learning approach, enriched with different conceptual change strategies in the elimination of the alternative concepts existing in pre-school teachers candidates, was more effective than the traditional learning approach in the course materials.

Keywords: