The Level of Utilization of Conceptual Change Approach by Classroom Teachers in Science Classes

In order to remove the misconceptions of students about a subject and to ensure meaningful
learning, it is necessary to revise the existing knowledge and change misinformation in order
to adapt to the new information; which is possible through the use of conceptual change
approach by the teachers. This study is a descriptive study carried out to identify to what
extent classroom teachers use conceptual change approach in Science classes. It was
conducted with the participation of 40 teachers of fourth grade classes working in Ordu
province city center during the 2012-2013 academic year. An assessment tool including openended
questions related to conceptual change approach and regarding their use of this
approach in Science classes was administered to the teachers. In line with the data collected
from the assessment tool, semi-structured interviews were conducted with eight teachers.
The data collected from the open-ended questions and interviews were analyzed
qualitatively. The result of the study revealed that most of the teachers did not know how to
identify and remove misconceptions as well as the steps of conceptual change approach.