Abstract:

Concepts play an important role in effective and meaningful learning. In our country, It has taken an important place to the teaching and learning of concept in the elementary social studies education program that restructured on the basis of the constructivist approach from 2004. The misconceptions is one of the most important problems encountered in the teaching and learning of concept in social sciences lesson. The aim of this study is to identify and reveal the misconceptions that the students have, determine sixth grade students' levels of understanding geopraphical concepts in social sciences lesson. The sample of the study were 346 sixth grade students from four different primary schools in 2013-2014 school year in İzmir province, 170 of the students were girls, 176 were boys. A questionnaire including thirtyseven questions was developed with an aim to mesure the students’ misconceptions and understanding levels of the selected geographic concepts. In the study, it was given place to questions that are open ended, filing the blanks multiple chocies and required drawing. The answers of students obtained form 23 questions developed in the study were analysed by using correct perception, limited perception, misperception and unanswered categories. According to schools in different educational region, gender, educational status and occupational status of parents whether or not there is a significant difference in students’ perceptions of geographical concepts is interpreted by using Anova test. As a result, the study revealed that the students did not have enough level of understandings about the investigated concepts, and had many misconceptions. In the light of the research findings the suggestions were given to researchers, educator and curriculum development specialists.

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