The effect of conceptual change texts enriched with metaconceptual processes on preservice science teachers? conceptual understanding about force and motion

The aim of this study is to examine the effect of conceptual change texts enriched with metaconceptual processes on preservice science teachers? conceptual understanding about force and motion. Also the approach of Preservice Science Teachers towards the texts that they have read and initial and latter conceptual understanding of the conceptual change texts which are enriched with metaconceptual processes before being read by the three of Preservice Science teachers have been compared.The sample group of the study consist of 99 (ninety-nine) preservice teachers who study in Science Teacher Discipline -third class- in Gazi University - Gazi Teachers? College during 2008-2009 education year. Multiple inquiry method in which preliminary test, last test, semi-experimental pattern and position studies exist have been used in this inquiry. Randomly assigned three groups have been composed and the plain texts for the first group, the rebutting texts for the second group and the conceptual change texts enriched with metaconceptual processes for the last group have been read. In this inquiry, approach scale has been used for the texts as stability test four months later from their being read as preliminary test and the last test of force subject by means of data collecting. Semi-configured interview has been made together with the Preservice Science teachers for the position inquiry.In accordance with the findings that have been procured from this inquiry, it has been found out that conceptual change texts enriched with metaconceptual processes are effective on preservice science teachers? conceptual understanding about force and motion and they compose positive approach on preservice teachers.2010, 154 pagesKeywords: Force and Motion, alternative idea, conceptual change, metaconceptual processes.