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Journals / Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi / 2026 / Cilt: 22 Sayı: 1

Children's Misconceptions: Opinions and Practices of Preschool Teachers

Çocuklardaki Kavram Yanılgıları: Okul Öncesi Öğretmenlerinin Görüşleri ve Uygulamaları

Rabia Nimet Gülmez(SİVAS CUMHURİYET ÜNİVERSİTESİ)0009-0000-2154-5884
Ensar Yıldız(Sivas Cumhuriyet Üniversitesi Eğitim Fakültesi)0000-0003-3741-1121
Pages
214–238
Publication Date
2025-04-28
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The findings indicated that the concepts in which children made the most misconceptions were about yesterday-today-tomorrow, right-left, on someone's right-on someone's left, deep-shallow, ellipse, before-now-after, circle, number of rankings, edge, morning-noon-evening, corner, rectangle, glossy-matte, first-middle-last, numbers between 1 and 20, and odd-even.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This study investigated preschool teachers' perceptions of common misconceptions among 4- to 6-year-olds and their strategies for addressing these misconceptions.
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Key Findings & Data:The participants consisted of a total of 122 preschool teachers selected via snowball (n=122) and criterion (n=24) sampling.
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Conclusion & Impact:The findings indicated that the concepts in which children made the most misconceptions were about yesterday-today-tomorrow, right-left, on someone's right-on someone's left, deep-shallow, ellipse, before-now-after, circle, number of rankings, edge, morning-noon-evening, corner, rectangle, glossy-matte, first-middle-last, numbers between 1 and 20, and odd-even.
🔬Design:Survey & Empirical Study
📍Scope:Comprehensive Sample
⚙️Variables:Kavram yanılgıları · çocuklar · okul öncesi dönem

Abstract

This study investigated preschool teachers' perceptions of common misconceptions among 4- to 6-year-olds and their strategies for addressing these misconceptions. For this purpose, the study adopted phenomenology design. The participants consisted of a total of 122 preschool teachers selected via snowball (n=122) and criterion (n=24) sampling. A total of 122 participants completed the structured survey, and 24 participants participated in the semi-structured interview. Percentage and frequency were used in the analysis of data collected through structured survey. Descriptive and content analysis were used to analyze the data collected with the semi-structured interview form. The findings indicated that the concepts in which children made the most misconceptions were about yesterday-today-tomorrow, right-left, on someone's right-on someone's left, deep-shallow, ellipse, before-now-after, circle, number of rankings, edge, morning-noon-evening, corner, rectangle, glossy-matte, first-middle-last, numbers between 1 and 20, and odd-even. The majority of teachers evaluated children's readiness to detect their misconceptions. Children made misconceptions by mixing similar concepts, making semantic errors, making linguistic problems and making generalizations. The main sources of misconceptions in children were the family, the child (level of cognitive deficit), the nature of the concept, excessive use of digital tools and the educator. The research recommends that preschool teachers receive in-service training to use different methods and techniques to detect and correct misconceptions.

Özet

Bu araştırmada okul öncesi öğretmenlerinin 4-6 yaş grubu çocuklarındaki kavram yanılgıları ve öğretmenlerin kavram yanılgılarını gidermek için yaptıkları uygulamalara ilişkin görüşlerinin incelenmesi amaçlanmıştır. Bu amaçla çalışmada fenomenoloji deseni kullanılmıştır. Çalışma grupları kar topu (n=122) ve ölçüt (n=24) örnekleme ile seçilmiş toplam 122 okul öncesi öğretmeninden oluşmaktadır. 122 katılımcı yapılandırılmış anketi tamamlamıştır ve bu katılımcılar arasından ölçüt örnekleme ile seçilen24 katılımcı yarı yapılandırılmış görüşmeye katılmıştır. Yapılandırılmış anket yoluyla toplanan verilerin analizinde yüzde ve frekans kullanılmıştır. Yarı yapılandırılmış görüşme formu ile toplanan verilerin analizinde betimsel ve içerik analizi kullanılmıştır. Bulgular, çocukların en çok kavram yanılgısı yaptıkları kavramların dün-bugün-yarın, sağ-sol, birinin sağında-solunda, derin-sığ, elips, önce-şimdi-sonra, daire, sıralama sayısı (birinci, ikinci,...), kenar, sabah-öğle-akşam, köşe, dikdörtgen, parlak-mat, ilk-orta-son, 1 ile 20 arasındaki sayılar ve tek-çift göstermiştir. Öğretmenlerin çoğunluğu çocukların kavram yanılgılarını tespit etmek için öncelikle hazırbulunuşluklarını değerlendirmektedir. Öğretmenlere göre çocuklar benzer kavramları karıştırarak, anlam hataları yaparak, dilsel sorunlar yaparak ve genellemeler yaparak kavram yanılgıları yapmışlardır. Öğretmenlere göre çocuklarda kavram yanılgılarının temel kaynaklarının aile, çocuk (bilişsel eksiklik düzeyi), kavramın niteliği, dijital araçların aşırı kullanımı ve eğitimci olduğu görülmüştür. Araştırma, okul öncesi öğretmenlerinin kavram yanılgılarını tespit etme ve düzeltme konusunda farklı yöntem ve teknikleri kullanabilmeleri için hizmet içi eğitim almalarını önermektedir.

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Cite This Article

Gülmez, R. N., Yıldız, E. (2025). Children's Misconceptions: Opinions and Practices of Preschool Teachers. Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, Cilt: 22 Sayı: 1, 214–238. https://doi.org/10.33711/yyuefd.1562075

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