Özet:

The concepts and concepts of teaching, which have a very important place in science education, are transformed into conceptual errors, one of the greatest obstacles to learning, by changing for a variety of reasons. In this study, it is intended to investigate the studies on the conceptual errors on the material's tanectical structure. For this purpose, the research methods of document examination were used in the study. The study was conducted in 17 studies between 2002 and 2020. During the selection of the studies, the YÖK National Thesis Center and various academic databases (Google Academic, MagazinePark, Scopus) have been used. Four of these studies are master thesis, 12 are article and 1 is full text conference statement. The yearly distribution of the studies studied, the sample they worked, the method used, the data collection tools, the type of publication, the contents of the studies and the findings were presented in the form of tables and graphics. The study finds that studies on the material's tangible structure are mostly aimed at determining conceptual errors, there are quite a few efforts to solve conceptual errors and develop the test for determining conceptual errors. In addition, the studies conducted remained in the article and the master's thesis size, and the studies on this subject were not found at the doctoral level and in national projects. When examined from the point of view, it is usually seen that the studies were worked with high school students and that the studies were done at the level of quantitative research methods. Despite the use of different methods as data collection tools, it is usually seen that tests are applied on the subject of the material's tangible structure. According to the research, it has been presented recommendations for research to be conducted in the future on the conceptual errors of the substance's tangible structure, based on the examinations of the area.

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