Ausubel?s meaningful learning (presentation) method of preparation and implementation of appropriate material for the prevention of misconceptions in electrolysis and electrochemical battery units

Concepts are not concrete goods, events, or beings; they are the abstract thinking agents that we have reached when collecting under certain groups of units. Concepts do not exist in the real world, but in our thoughts. Concept teaching is used to ensure the formation of some concepts in a student's mind. Provided that the student can grasp new concepts in his/her mind accurately, learning is accomplished completely.One of the significant objectives of chemistry education is to clarify issues for chemistry students, avoid misconceptions, to use the information properly that students are learning while solving the problem. As learning abstract concepts is a harder and complex process, works in the chemistry education focus on the ways of learning abstract concepts by the students.The purpose of this study is to explain electrolysis and battery units and to visualize abstract concepts with the help of a model in accordance with Ausubel?s expository learning theory and to prevent misconceptions.In this study, two experimental and control groups were selected from 12th grade students in different high schools. In control groups, subjects were processed according to the traditional teaching method. In contrast, a model in accord with Ausubel?s expository learning theory was applied in experimental groups. Before and after the application, scientific achievement test and attitude scale as pre-and post-test were applied to all groups. In addition, interviews were conducted with 12 students in the experimental and control groups. The data was analysed using the SPSS statistical program.As a result of the research, the success of the experimental groups proved to be statistically better than control groups. In addition, there has been a positive change in the experimental group students' attitudes towards the chemistry after the application. Analysis of interview questions revealed that the experimental group students had less misconception than control group had.