Abstract
STUDENT’S MISCONCEPTIONS AND UNDERSTANDINGS OF HEAT AND TEMPATURE CONCEPTS AT DIFFERENT LEVELS OF SCHOOLING
Basic aims of science education is to make students scientifically literate. So, teacher helps the students to gain ability for using scientifc theories and to understand and interpret the world scientifically. People are constructing their knowledge by establishing a relation between events encountered in daily life. Heat and tempature are important in chemistry. Purpose of the study is to determine students’ misconceptions and understandings of these concepts at different grade levels. A test related concepts were developed and implemented to 250 students from three primary school. 6th, 7th and 8th grade level participated to the study. The implemented test contains 16 multiple choice questions. Through the analysis of data, the percent of true and false answers were calculated. SPSS statistical programme was used for comparisons. According to results, students at all levels have misconceptions about the related concepts. These misconceptions are gradually decreasing towards to high levels of education
Keywords
Chemistry Education, Misconceptions, Different Levels of Schooling
