Abstract:

One of the most important obstacles to meaningful learning is the conceptual errors found in individuals. The objective of this study is to identify conceptual errors with the method of conceptual maps on solutions and solutions and to reveal the effectiveness of conceptual maps in the determination of conceptual errors. The sample of this situation study, addressed by the Qualification Approach, is made by 28 chemistry teachers candidates registered in a educational formation certificate program at a state university. The study used the "concept map from scratch" to identify the conceptual errors of participants, the "concept map filling emptiness" and the conversations as a data collection tool. The data obtained showed that some of the errors that are frequently found in the field of solutions were also found in the participants. In addition, the concept maps are an effective tool that can be used to identify the concept errors but when used for this purpose, the concept map from scratch and the relationship gap concept map have each other’s advantages and disadvantages.

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