An investigation on the removal of geographic concepts understanding of 4th grade students

Social studies is a course covering social sciences. Because of this feature, many concepts are learned in this course. Conceptual change is one of the most widely used approaches in the process of conceptual change in concept teaching. In this study, 4 primary school. the effect of conceptual change approach on determining geographical misconceptions in the classroom social studies program and eliminating misconceptions in the classroom. In this study, exploratory sequential patterns were used from mixed method research patterns. This pattern is a two-stage pattern. This pattern is first discovered by qualitative stage. After the qualitative phase, quantitative phase is started. Study Group, 240 primary school students who continue their education in state schools in Malatya province 4. He is a class student. In this research group, the students were interviewed and perceptions about the selected concepts of the program were determined. After interpreting the interview results, the "conceptual success test" (KBT) and "conceptual change texts" were created to be used in the quantitative part of the study. In the quantitative phase of the study, experiments and control groups were formed with 100 randomly selected students. The students in the experiment group continued teaching with the texts of conceptual change prepared in a 6-week period. The concept success tests prepared by the researcher were applied to both groups before and after the application. Content analysis method was used in qualitative data analysis. The SPSS 24 Package program was used in the analysis of quantitative data. When the qualitative data of the survey are analyzed, "direction, sketch, map, weather, earthquake, flood, landslide, etc."it has been determined that there are misconceptions about concepts. When the quantitative data of the study were analyzed, it was found that there was no statistically significant difference between the experimental and control groups in the pre-test and that there was a significant difference in the favor of the experimental group in the final Test. The result of the study was that conceptual change texts based on conceptual change approach were more effective than educational activities based on social studies program. Various recommendations were made in light of the data obtained from the researc