Abstract:

In order to remove the misconceptions of students about a subject and to ensure meaningful learning, it is necessary to revise the existing knowledge and change misinformation in order to adapt to the new information; which is possible through the use of conceptual change approach by the teachers. This study is a descriptive study carried out to identify to what extent classroom teachers use conceptual change approach in Science classes. It was conducted with the participation of 40 teachers of fourth grade classes working in Ordu province city center during the 2012-2013 academic year. An assessment tool including openended questions related to conceptual change approach and regarding their use of this approach in Science classes was administered to the teachers. In line with the data collected from the assessment tool, semi-structured interviews were conducted with eight teachers. The data collected from the open-ended questions and interviews were analyzed qualitatively. The result of the study revealed that most of the teachers did not know how to identify and remove misconceptions as well as the steps of conceptual change approach

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