Elimination of misconceptions in exponential expressions through cognitive conflict

This study aims to eliminate misconceptions about exponential expressions through cognitive conflict. The research was conducted in a middle school in the Fındıklı district of Rize during the 2023-2024 academic year. The sample of the research consists of 13 eighth-grade students. The action research method was used. Pre-test, post-test, and interview questions were used as data collection tools. A pre-test was conducted to identify existing misconceptions among the students. Three misconceptions, which were found to be the most prevalent and fundamental to other misconceptions, were selected. To address these misconceptions, a lesson plan was developed using the cognitive conflict approach, and a four-lesson-hour implementation was carried out. This lesson plan was supported with refutational texts. Two weeks later, a post-test was administered to determine how many misconceptions had been resolved. After the post-test, an interview form was created to capture students' thoughts on this process. The form, prepared using literature and expert opinions, consists of four open-ended questions. Descriptive analysis was used to analyze the data. Test results, researcher observation notes, and student interviews were compared with the literature using triangulation data analysis. It was concluded that the cognitive conflict approach is effective in eliminating misconceptions.