To determine misconceptions of the students about force and motion and to correct students misconceptions with conceptual conflict strategy

The aim of this study is to research misconceptions of 10 th grade- high school students about force and motion and to explore the effectiveness one of the instructions methods of constructivist approach, which is conceptual conflict to getr id of students? misconceptions. In this study two types of teaching method were used. These are; (1) Conceptual Conflict and (2) Traditional Instruction. Force Motion Concept Test and Teaching/Learning Materials were developed. All of the questions were selected from the questions of the tests which were developed by the previous researchers. The test was applied as a pilot study with 294 for 10th grade students in the public high schools of Ankara, in fall semester of 2005- 2006 academic year. Through advisor?s opinion, necessary corections were made. The views for the advisor and four teaching assistant was utilized for applying the conceptual conflict strategy at the process of the developing necessary material. This study was conducted with 59 students who were 2nd class high scholl students, in the spring semester of 2006- 2007 academic year. Experiment and control groups were compared with the data gathered by observation and survey. The lessons carried out with Conceptual Conflict have been found more interesting and more effective in eliminating the students? misconceptions.