Kavramsal değişim temelli öğretimin onuncu sınıf öğrencilerinin olasılık kavramlarını anlamaları, olasılık başarıları ve olasılığa yönelik tutumları üzerine etkisi.

The purpose of the current study is to investigate the effect of conceptual change based instruction on tenth grade students’ understanding of probability concepts, probability achievement and attitudes toward probability. This study was conducted with 118 students from one Anatolian high school in Ankara during the spring semester of 2010-2011. The treatments were performed by two teachers who had randomly assigned one control and one experimental group. Conceptual change based instruction (CCBI) was used in the experimental groups, while traditional instruction (TI) was used in the control groups. Instructions lasted three weeks as 12 class hours. Before the treatment, the equivalence of the experimental and control groups was tested in terms of mean scores of mathematics achievement and pre-measures on Probability Concept Test (PCT), Probability Achievement Test (PAT), Pre-requisite Knowledge Test for Probability, Probability Attitude Scale (PAS), and Mathematics Attitude Scale. After the treatment, PCT, PAT and PAS were administered as post-tests in vi order to test the null hypotheses of the study with multivariate analysis of covariance. The results revealed that there was a statistically significant mean difference between students in CCBI and those in TI with respect to understanding of probability concepts and probability achievement in favor of CCBI. However, it was found that there was no statistically significant mean difference between the groups with respect to attitudes toward probability. Results also indicated that after the treatment, the proportion of misconceptions held by students in CCBI was less than those in TI.Ph.D. - Doctoral Progra