THE EFFECT OF CONCEPTUAL CHANGE APPROACH BASED TEACHING ON FIFTH GRADE STUDENTS’ CONCEPTUAL UNDERSTANDINGS

The aim of this study is to investigate the effect of heat and temperature teaching based on the conceptual change approach on the conceptual understandings of the fifth grade students. This study involves the application of the conceptual change approach to the heat and temperature topic based on the 5E learning model. The study was carried out with 23 students studying in one of the fifth grade classes in a middle school located in the Alt？eylül district of Bal？kesir province. In the study, the conceptual understanding test, which was prepared to determine the misconceptions related to the heat temperature text and the heat and temperature text prepared for the daily use of heat temperature concepts, was used as data collection tools. Heat temperature text and conceptual understanding test were applied to the students as pre-test and post-test and the scores obtained from the tests were analyzed with the SPSS 20.0 package program. It was found that there was a statistically significant difference between both students' pre-test and post-test scores for heat and temperature text and conceptual understanding test