The effect of conceptual change texts accompanied with model on 7th grade students? understanding of the topic ?the structure of atom?

In this study, it was investigated that the effect of the use of conceptual change texts (CET) accompanied with model on promoting 7th grade students? understanding of the topic ?The Structure of Atom? and on overcoming their alternative conceptions about it. The study is composed of three parts. In the first part, the related literature was analyzed and students? alternative conceptions about the structure of Atom were determined. In the second part, by taking into consideration the alternative conceptions and their possible reasons, the model and conceptual exchange texts used in the present study were prepared and made their pilot application. In the final part of the study, the developed teaching materials are applied to the students enrolled in a primary school under Ministry of National Education, and data related to the study is obtained.Quasi-experimental design was used in the study. The study was conducted with forty-six students from two different 7th classes in Akçaabat Akçay Primary School. One of the classes was randomly assigned to the experiment group (N=24), and another class was randomly assigned as the control group (N=22). The experiment group students were taught by conceptual exchange texts and model, whereas the control group students were taught with the traditional method. To collect data, ?The Structure of Atom Test? (SAT) and student interviews were used. SAT was applied as pre-test to determine students? levels at the beginning of the study, and as post-test in order to find out the students? new levels of understanding at the end of the study. While not any difference between experiment and control groups was not observed before the implementation, after the post-test a significant difference was identified at p=0.05 level. The result showed that the experimental group students taught with model and conceptual change texts were more successful than the control group students taught by the traditional group. From this, it was concluded that the use of conceptual change texts and model was effective on promoting students? understanding and on overcoming their alternative conceptions concerning the structure of Atom. To increase the reliability of the present study? results, it is extremely important to perform similar studies on other science topics.Key words: Science Education, Conceptual Change, Conceptual Change Texts and Model and Modeling