An action research intended to solve and detect the encountered issues that are used during the process of studying of some concepts on the 7th grade social studies corse in the unit 'voyage in the history of Turkish

It is intended in this research that some concepts meant in the unit 'Voyage in the history of Turkish' at seventh grade social studies education program. To observe the effects of prepared activities on the concept teaching process and detection of perception and the foreknowledge that the students have, furthermore preparation and performing of activities; providing a long lasting and more effective teaching on those concepts. Sequentially in the research; state, chronology, century, settlement, conquest, gaza tolerance, evidence, value, tradition, alteration and improvement concepts are discussed. It is structured with action researching which is one of the pattern of qualitative research. Students who are studying at the class 7/A in Korkut Ata Secondary school is the research group which is accepted as the backyard of the researcher. In this research as a data producing tool; mind map, metaphor, concept identification form, concept map, conceptual change text, puzzle, structural grid, focus group interviews, lecture video records, field notes and prepared activities directly related to the concept are used. Implementation process of the research endured 11 weeks. Data created on the research are subjected to content analysis based on words. Process of the research is two dimensioned; expressions of subjects related to the target and activities related to concept acquisition. Weekly research cycle can be expressed like: On the first lesson of the week, foreknowledge and perception of the students have detected subject to the related concepts. With reference to analysis results of foreknowledge and perception of students, action activities are created and on the second and third lesson hours action activities are applied. At the end of third lesson after action activities, data producing tool that is used in first lesson is repeated. Final ascertainment is evaluated as part of a sample criteria created for the related concept. The state of the students resulted unsatisfactory after the evaluation therefore additional action plan has been prepared. Additional activities that are prepared as a result of activity plan are applied at the fourth lesson hour. At the end of research, students have no foreknowledge and perception about the concepts; settlement, value and improvement, in terms of their foreknowledge and perceptions. Sequentially, their foreknowledge and perception about gaza, evidence, chronology, century, tolerance and tradition are poor. Alteration and conquest are the concepts which foreknowledge and perception of students are rich. In the end of process, sequentially on the concepts improvement, settlement, gaza, century, chronology, conquest, alteration, tolerance and evidence: distinctive and on the concepts tradition and state had lesser advancements provided. 'Value' is the concept the least improvement has been provided. At the discussions in the end of the progress, majority of the students has remarked that the applied activities were easy and enjoyed committed applications. For the students, role playing was the most liked and concept identifying form was the most disliked activities among the applied activities. In the classroom, some students who were absence of the unit have indicated that they have helped each other and they get learnt the missing parts by the help of their classmates. Furthermore majority of students indicated that they want to perform other additional lessons and the units likewise, except with the condition of recording video.