Abstract:

The purpose of this research is to evaluate class teachers aimed at identifying and fixing the conceptual errors that students have in the course of science. This research was carried out with the participation of 14 class teachers (over 339 fourth-class students) identified by the appropriate sample method in the 2019-2020 educational year. This research is designed on the basis of the special state study, which is one of the quality research methods. In this study, the data was obtained by the analysis of the semi-configured conversation forms and audio recordings developed by the researchers. The analysis of the data obtained from the interview form used the visual analysis method and the Kendall Tau Correlation Score Test. The study found that students had conceptual errors between the concepts of volume-mass, temperature-heat, erosion-drying, net mass-brut mass, dar-net mass, erosion-solving, litre-kg. It has been found that there is a mean-level negative meaningful relationship between teachers’ years of professional experience and the numbers of detection and correction of conceptual errors. In addition, the conclusion was achieved that classmates used traditional and alternative teaching methods and techniques together in the detection and elimination of conceptual errors. Teachers are advised to be taught in service on the detection and correction of conceptual errors. Keywords: concept error, class teaching, primary school

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