The effect of conceptual change approaches including stories and digital stories supported by refutation text on eliminating misconceptions: The unit of "earth crust and movements of the earth"

This research is based on the conceptual change approach supported by stories containing refutational texts (ÇH-KDY) and the digital story-supported conceptual change approach (DH-KDY) containing refutational texts in the unit 'The Crust of the Earth and the Movements of Our World' of primary school 4th grade students. According to the teaching method (OPUY) applied; It was aimed to determine the effect on conceptual understanding scores and misconception scores after the applications when conceptual understanding scores and misconception scores were checked before the applications. The study group of the study consists of 156 primary school students studying in the 4th grade from two public schools located in the central district of Döşemealtı in Antalya province. In the research, a quasi-experimental research design with pretest-posttest, two experiments-one control group was used. In practice, "Earth Crust and the Movements of Our Earth Unit Three-Stage Test" were applied to two experimental and one control group as a pre-test and post-test. The implementation process took three weeks. Descriptive and inferential statistics were used in the analysis of the collected data. The data were analyzed using MS-Excel and SPSS 22 package program. The data obtained in practice were analyzed with MANCOVA. MANCOVA analysis was used to reveal the effect of the DH-KDY, ÇH-KDY and OPUY teaching methods on the conceptual comprehension scores and misconception scores and to equalize the effects of the independent variables on the method. Suppositions for MANCOVA were provided with the descriptive analysis. When the analysis results were examined, it was observed that the DH-KDY method and the ÇH-KDY method had a significant effect on the misconception posttest score (YDHKYP-SON) of the OPUY method, while no significant effect was observed on the conceptual understanding posttest score (YDHKAP-SON). In the analysis of the sub-problems of the studies, the associated t-test analysis was performed. As a result of the analysis, a significant difference was found between the conceptual understanding pre-test scores and conceptual understanding post-test scores in two experimental and one control groups. According to the OPUY of DH-KDY and ÇH-KDY; It has a significant effect on eliminating students' misconceptions. At the beginning of the applications, six of the seven different misconceptions detected in the DH-KDY group, eight of the ten different misconceptions detected in the ÇH-KDY group, and two of the six different misconceptions detected in the OPUY group were eliminated. In addition, in the OPUY group, it was determined that there were two more misconceptions apart from the misconceptions detected in the students at the end of the application. As a result of the research; It was concluded that DH-KDY and ÇH-KDY methods increase the conceptual understanding and eliminate misconceptions. These methods can be used to reduce misconceptions and increase conceptual understanding.