Özet:

This study aimed to investigate the relationship between pre-service science teachers' misconceptions about "Heat-Temperature" and "States of Matter." Phenomenology, one of the qualitative research designs, was used in the study. The sample of the study was chosed through “criterion sampling” method, which was a nonrandom method of purposive sampling. The study group of the study was 68 pre-service science teachers studying in the science teaching program at the faculty of education in a government university in the spring semester of the 2017-2018 academic year. "Heat and Temperature Concept Test" and "States of Matter Concept Test" were used as data collection tools. There searcher sprepared the data collection tools through out the literatu research. Descriptive, content, and frequency analysis were used in the analysis of the data. Data analysis displayed that pre-service science teachers' had misconceptions about " The States of Matter" and "Heat-Temperature." The findings displayed that the pre-service science teachers defined heat as "energy conversion" and temperature as "the indicator of warm thorcoldness". It was also determined that the most common misconception about the concepts of melting- evaporation- sublimationwas "temperatureincreases," and the most common misconception about the concepts of freezing-condensation-frosting was about "temperature decreases." It was determined that pre-service science teachers had misconceptions about heat transfer, the flow direction of heat, the role of heat and temperature in the change of the state of the matter. It was also determined that the pre-service science teachers' could not make connections between heat, temperature, and the state of matter subjects in daily life.

Anahtar Kelimeler: