The effect of active learning method on preventing misconceptions in the subject of ?mole? in chemistry-i programme in high school

Tha aim of this study is to search if active learning in the subject of ?Mole? in chemistry lesson in high school prevents misconceptions. In addition, the students? opinions about the chemistry lesson which was studied by this method was assessed.In this study a teaching material based on active learning was developed. The material was conducted on total four groups with 90 students, namely the experimental group EG1 and the control group CG1 from ?Cumhuriyet N.S.İ. And. Mes. ve Mes. Lisesi ve 100 Yıl K.T.O.E? and the experimental group EG2 and the control group CG2 from ?Vali Vecdi Gönül Lisesi?. The study was conducted in the second half of the year 2007-2008 for seven weeks.In the research ?Mole? Success Test (MST), Vocabulary Communication Test (VCT) were administered to all groups as pre-test and post-test for data collection. Also, based on MST performance structured interviews were used for 6 students, from EG1 and CG1, for 3 students from EG2 and CG2.As a result of this study, it was found that the students which have active learning are more successful at learning concepts than the students have traditional method. It was also found that the experimental group has affirmative views about chemistry and studying chemistry.Key words: Mole, Chemistry Education, Traditional Education, Active Learning, Misconceptions