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978 Published1
978 Published1
ABSTRACT: The main purpose of the study was to inves- Anahtar Sözcükler: bilişsel çelişki yöntemi, kavramsal deği-
tigatc the effeet of eognitive eonfliet instruetion (CCI) and şim metni yöntemi, geleneksel matematik öğretimi, birinci derece-
eoneeplual change text instruction (CCTl) over traditi- den bir bilinmeyenli denklemler, kavram yalUlgısı.
ideas presented. As conso1idationpart, students and Squipp, 1990; SIeeman, 1984; Perso, 1992;
are presented with other questions. Sharma, 1987 and Erbaş, 1999). Küchemann
Conceptual change texts are designed to (1981) used algebra test and resulted that stu-
change students' misconceptions and focus on dents had misconceptions related to algebra.
strategies to promote conceptual change by chal- E.g. For "which is larger, 2n or n+2 ? ",71 % of
lenging students' misconceptions, producing them wrote 2n because it is multipIication. Stu-
dissatisfaction, followed by a correct explanati- dents didn't recognised that the relative size of
on which is both understandablc and plausable two expressions (n + 2 and 2n) depends on the
to the students. Students are given texts which value of n. Payne & Squibb [9] and Sleeman
identifY common misconceptions. Students' [10] found mal-rules related to equations such as
misconceptions are activated by presentingthem M*x=N ~ x =M - N where M & N stand for in-
with situationsdesigned to clicit a prediction ba- tegers. Perso [ll] found 19 algebra misconcep-
sed on them and student's misconceptions are tions. E.g. Parentheses do not mean anything in
challenged by introducing common misconcep- algebra: Errors such as 2(a + b) = 2a + b occur
tions followed by evidence that theyare wrong . in algebra. Sharma (1987) has summarised se-
Finally, the instruction presents the correct sci- ven types of errors in solving Iinear algebra equ-
entific explanation. ations, one of which is procedural: Misuse of the
property of equaIity (wrong inverse operation).
[n traditionally designed mathematics inst-
Erbaş (1999) pointed out that students have cer-
ruction, teacher used lecture and discussion met-
tain difficulties and common errors in elemen-
hods. Students received the same examples. In
tary algebra topics like in literature. He found
the experimental group, but not the control gro-
problems about meaning of equation (2x + 2 = 4
up students were informed about possibIe mis-
--+ 2x + 2 = 4-2 = 2)
conceptions. They were not emphasized in tradi-
tionally designed instruction.
One of the most important areas in mathema- 2. METHOD
tics is algebra. In Turkey, algebra starts in 7th In this study, the following hypothesis is sta-
grade by first degree equations with one unk- ted in null form at a significance level of 0.05:
nown. There is no sgnificant difference among post-
When we go through the background of the test mean scores of students taught with cogniti-
study, there are lots of studies in Science Educa- ve conflict instruction, conceptual change text
tion related to Conceptual Change Text instruction and traditionally designed mathema-
(Chambers and Andre, 1997; Yılmaz, 1998 and tics instructionwith respect to students' achieve-
Unlü, 2000). and they investigated conceptual ment related to first degree equations with one
change text instructions led to better conceptual unknown if students are seperated in terms of
understanding than traditionally designed inst- their levels of mathematics potential test results.
mction but no study has been found about the ef- An example of an activity for each method
fect of conceptual change text instruction in (CCTI & CCI) is given in Appendix.
mathematics education. However, there are so- 2.1 Subjects
mc studies related to cognitive conflict instructi- This study consisted of 28+28+30=86 7th
on in science and mathematics education (Bell, grade students from 3 classes of mathematics
1993; Cankay, 1958, Niaz, 1995). They reported lcssons taught by randomly chosen a teacher in
that cognitive conflict instruction was eHective a private school in Ankara in 2000-2001 fall se-
in improving performance on the immediate mester. Three instructional methods of the study
post-tests. were randomly assigned to three classes of the
There are several studies related to miscon- teacher. The samplc was chosen from the scho-
ceptions of students in first degree equations ol and se1ected by the convenience sampling
with one unknown (Küchemann, 1981; Payne procedure.
The RJJect Of Cognitive Conflict And Conceptua1 Change Text On Students' Achievement Re/ated To 213
First Degree Equations With One Unknown
3. Simplify - ( 7 - x ) 7
1. student -7+x
TRUE O FALSE O WHY? 5 e
..........................................
2. student -7- x Part 3
TRUE O FALSE O WHY? Solve the following questions. Check your answers
.......................................... then change your papers with your desk-mate. Check
your friend's papers.
Part 2 ı. Solve - ( 5 x - 3 ) = -2 in R.
In the following questions, solutions of some stu- Solution: Check:
dents are giyen. Check the restllı and find whether
the resnit is truc or not. if the resuIt is wrong, find 2. Solve 8 - 5 (2x + 3) = -12 in R.
what the wrong is with the solution. Solution: Check:
The EJJect OfCognitive Conflict And Conceptual Change Text On Students' Achievement Related To 217
First Degree Equations WithOne Unknown
3.Simplify - ( 7 - x ) i
5 e
Right Wrong
-(7-x)=-7+x -(7-x) = -7-x Part 3
Distributive propcrty is Don't forget to Solve the following examples. Be careful about the
used properly multiply - (-x) =+x mistakes which are given above. Check your results.
Part 2
Tn the following questions, solutions of some sm- 1. Solve (5 x- 3)
- = -2 in R.
dents are giyen. Check the results and find whether the Solution: Check:
result is true or not.
1. Solve 12 - 3 (4 - x) = -15 in R. 2. Solve 8 - 5 (2x + 3) = -12 in R.
Solution(Right Check Reason
12-3.4+3x=-15 When we put -5 Dist. Prop. Solution: Check:
12-12+3x=-15 instead of x İs used
0+3x =-15 12-3(4- -5)=-15 propcrly
+3x=-15 12-3(4+5)= -15
X =-5 12-3(9) =-15
12-27 = -15
-15= -15