Conceptual teaching based on scientific storyline method and conceptual change texts: Latitude-parallel concepts

Abstract

The purpose of this study is to identify the conceptual mistakes frequently encountered in teaching geography such as latitude-parallel concepts, and to prepare conceptual change text based on the Scientific Storyline Method, in order to resolve the identified misconceptions. In this study, the special case method, which is one of the qualitative research methods, is used and it was conducted with a holistic one-state pattern. As a result of the two-stage diagnostic test applied to fifty (50) ninth-grade students attending a high school in Nevşehir, some preliminary information about the misconceptions about the latitude-parallel concepts have been determined. Students were asked questions about latitude-parallel concepts. The responses obtained from the questions were evaluated with four criteria; understanding, limited understanding, not understanding and misunderstanding. In the study, introductory scientific storyline, which is one of the scientific storyline techniques, has been included in the logical stage of conceptual change text. The concepts are hidden in the narrative, and aimed at the students’ analysis and exploration. In the study, it was determined that the students had confused the concepts of latitude-parallel and described them as circular shapes. Conceptual change text has been prepared for eliminating these misconceptions in students.