Özet:

Concepts as seen building block of knowledge are the key element of curriculums (MEB, 2005). Social science concepts are taught via social studies classes. Besides, Doğanay (2005) emphasizes that teaching social studies focused on the concept can prevent memorization of social studies lesson. Indeed, a considerable importance is given to concept teaching in 2004 primary school curriculum. One of the most important stages of concept teaching process is specifying prior knowledge, wrong perceptions, and misconceptions of students. Identifying misconceptions is important because of learning is based upon the former knowledge. So, in this study, the methods and techniques determining misconceptions which are used by pre-service primary teachers are examined. In this way, a different perspective will be provided to the topic, one of rarely met in the literature, “The methods and techniques used to specify misconceptions that is encountered in social studies lessons”.

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