A research on the determine misconceptions of primary school candidate teachers' in force,motion and sound subjects

This study was carried out with the aim to determine how primary school candidate teachers perceive basic concepts on force, motion and sound included in science and technology course schedule of primary schools, and to identify the mistakes in perception of concepts relating to these subjects. In order to realize this aim, a conceptual test consisting of 27 multiple-choice questions was created on subjects of force, motion and sound, and applied on 154 students receiving education at the senior class of classroom teaching department at Gazi Faculty of Education, Gazi University. The study uses scanning model. It was ensured that the students comprising the samplings had received education earlier about the subjects related to the conceptual test. Below are the results achieved after analysis of data obtained from implementation of the Test on Force, Motion, Sound Concepts: It was found out that the senior class students at the classroom teaching department had many misconceptions about the subjects of force, motion, sound. The following might be given as examples of related misconceptions: ? A force applied to an object continues to affect that object even if the force is removed. ? Among action-reaction couples, the object with the larger mass applies a bigger force. ? Heavier objects fall at a higher speed. ? Gravitational force increases while the object is falling down. ? Sound emanates in space. ? Sound emanates at the highest speed through substances in form of gas. ? The force of sound determines highness or lowness of sound. The existence of misunderstandings among students about such concepts, despite the fact that the basic concepts in this study are handled more comprehensively during their educational lives and many of them are often encountered in daily life, points out that the concepts taught at schools are not sufficiently associated with daily life. As the students do not adapt the concepts they have learned to new circumstances, it is believed that they have learned those concepts superficially and without actually comprehending them. It is quite hard to replace the misconceptions of students with the correct concepts, and they are resistant against such changes.