The impact of the conceptual change approach in the elimination of the misconceptions in "human and management" unit of the fourth grade social studies course at primary school

In this study, the impact of the conceptual change texts prepared on the basis of the conceptual change approach on the fourth grade primary school students' learning of the concepts in the Unit "Human and Management" was investigated. In this study, non-equivalent control group design of the quasi-experimental was used and one of the classes (n=23) was assigned as the experimental group and the other class (n=23) as the control group. In the experimental group, conceptual change texts were used to teach the concepts of constitution, independence, republic, democracy, state, public opinion, central administration, national sovereignty and administration. In the control group, traditional teaching methods were used for the same purpose. Concept Identification Form and "Human and Management" Unit Achievement Test were used as data collection tools. In order to analyze the test scores of the groups, independent sample t-tests and paired sample t-tests were used via SPSS program. As a result of the analysis, whine no significant difference was found between the groups in terms of achievement scores in the pre-test, there was a significant difference in favor of the experimental group in the final test. As a result of the research, it seems that conceptual change texts are more effective on eliminating the misconceptions about the related concepts than the traditional teaching approach.