Abstract:

The aim of this study is to show how social information teachers identify conceptual errors in social information classes and how they try to fix conceptual errors. In the study, the quality of the research methods were damaged by a phenomenological approach. The study used a semi-configured interview form developed by researchers. Imaginary analysis method is used in the analysis of data. This research was conducted with 26 social information teachers who worked in 10 high schools in the Muratpaşa district of Antalya during the 2018-2019 educational-educational period. The teachers were asked 11 open-end questions. According to the findings resulting from the analysis, social information teachers perceive the conceptual error as the misconception and use of the meanings of the concepts, the confusion of similar concepts, the misconception of the preliminary information about the concepts, and the inability to understand the concepts. The most common conceptual errors that teachers encounter in the social information course are defined as abstract concepts, geography and history concepts, ancient civilization names, the mix of colour-rise stages on the physical geography maps, information concepts, family-fake concepts, and foreign-language passing concepts. Social knowledge teachers detect conceptual errors; through verbal expressions, sample-covering matchings, questions-response and definitions. Social information teachers have pointed out the reasons for the occurrence of conceptual errors; that the concepts are derived from abstract, not reading books, memory, no use of library, low level of attention and perception, the level of education of parents, the methods of teaching used, the nature of the curriculum books, the burden of errors on concepts in society, the influence of social media, the insufficient knowledge of students, and the concepts are of foreign origin. Social information teachers have pointed out that conceptual errors can be removed by using conceptual maps and cartoons, by doing reading and understanding studies, by preparing effective lesson materials, by repeating, by using question-response method, by doing composition studies, by giving research tasks and by materializing abstract information.

Keywords: