The effect of guiding materials enriched with different conceptual change methods and techniques on secondary school 8th grade students' conceptual changing about the unit "The States of Matter and Heat"

The aim of this study is to analyze the effect of guiding materials enriched with different conceptual change methods and techniques on secondary school 8th grade students' to provide them a conceptual change in their view of the unit "The states of Matter and Heat". The sample group of the study consists of 40 8th grade students who have been studying at Vali Yusuf Yavaşcan Secondary School in Patnos in Ağrı. In the study pre test and post test designed quasi-experimental method is used. The practises are carried out by using different conceptual change methods and techniques with the experimental group and existing materials with the control group. In the study the data is gathered by using the concept test of "the states of matter and heat" (TSMH) and semi-structured interview forms. The statistical analysis of the data gathered by TSMH indicates that there is a significant difference between the the students' pre and post tests results (t= 1,809, p > .05, η2=0,38). In other words, students get substantially higher grades in their post test compared to their pre test score by using the guiding materials enriched with different conceptual change methods and techniques. The materials used in the study are crucially important for the students to square accounts about the unit "The states of Matter and Heat" and they help them to have a better conceptual change about the unit. It is suggested that the effect of teaching based on the guiding materials enriched with different conceptual change methods and techniques should be analyzed in other disciplines and subjects. Key Words: The states of Matter and Heat, Temperature, Different conceptual change methods and techniques, Misconception, Conceptual Change