Özet:

Light is the one of the concepts that students have difficulty constructed in their minds due to its abstract nature. In this study, it is aimed to determine from different educational levels students' development at level of conceptual understanding related to light reflection with formative assessment probes.  In this study, it is aimed to determine students’ conceptual understanding levels on light reflection. The cross-sectional study was conducted with 18 pre-school, 25 fourth-grade, 20 seventh-grade and 15 high school second-year students from Trabzon. Data were collected with five formative assessment probes developed by Keeley about light reflection. Findings indicate that there is no significant difference between the conceptual development for each students' level. In science teaching when real life problems are being worked, way of solving mathematical problems is front-line instead of conceptual understanding and reasoning. It is suggested that course content about light reflection should be prepared as providing students' depth conceptual understanding because of students have no cognitive differences.

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