Analysis of Knowledge Structures About Light Concept of First Level Elementary Students According to Conceptual Change Theories

The purpose of this study is to determine whether the knowledge structure of first level elementary school students for the ''light'' concept can be explained by "knowledge-as-theory perspective" or "knowledge-in-pieces perspective" and to contribute to the development of new teaching and learning techniques. In this research, clinical interview method was used. This method is a qualitative research method which aims to reveal what lies coginively behind the individual's explanations. In this study 21 fifth-grade students were selected and interviewed as participants. Students with similar level of success and Socio-ecomomic status, were choosen. A dark room was prepared in the same school where experimental activities were held and a set of clinical interviews were arranged. It was concluded that the knowledge structures about light concepts of students are suitable for "knowledge-in-pieces perspective" in theoretical concepts and "knowledge-as-theory perspective" for descriptive concepts.