The effext of context-based approach enri̇ched wi̇th di̇fferent conceptual change strategi̇es on matter end properti̇es

In this study, it was aimed to determine conceptual information of preschool teacher candidates, conceptual change in alternative concepts, instructional materials prepared with context based learning approach enriched with different conceptual change strategies about substance and properties. Semi-experimental method was used in the study. In the study, the course materials and the two-step Questionnaire of Concepts of Matter and Features (MÖKT) were developed and piloted. After the necessary corrections were made in the course materials and tests, the main application was Giresun University Preschool Teaching 3 rd class (28) and control group (28) MKT as pre-test. As a result of the applications, clinical interviews were made with a total of 6 teacher candidates, 3 in the experimental group and 3 in the control group. Statistical analysis of the data obtained from MÖKT and clinical interviews showed that the experimental group achieved better success than the control group. It has been determined that the course materials prepared in the study provide a conceptual change in scale and that this conceptual change is favored by the experimental group. The course-based learning approach, enriched by different conceptual change strategies, has been found to be more successful than the traditional learning approach course material in eliminating alternative concepts of substance and feature in teacher candidates.