[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-588234-105":59,"doc-detail-588234-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","examining-the-scenarios-created-by-pre-service-teachers-regarding-misconceptions-that-may-occur-in-the-teaching-process","EXAMINING THE SCENARIOS CREATED BY PRE-SERVICE TEACHERS REGARDING MISCONCEPTIONS THAT MAY OCCUR IN THE TEACHING PROCESS","","Research examines scenarios created by pre-service mathematics teachers about potential misconceptions during classroom teaching and how cognitive conflict strategies can address them. The study aims to identify misconception types linked to mathematics content standards. Conducted with an integrative mixed-method design, it uses scenarios and semi-structured interviews from 60 primary-school pre-service teachers. Correspondence analysis evaluates relationships between misconception types and standards.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/examining-the-scenarios-created-by-pre-service-teachers-regarding-misconceptions-that-may-occur-in-the-teaching-process/588234/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/examining-the-scenarios-created-by-pre-service-teachers-regarding-misconceptions-that-may-occur-in-the-teaching-process/588234.png","ImageObject",300,407,{"name":92,"@type":93},"Aditya","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the study?","Question",{"text":112,"@type":113},"To determine what misconception types may appear in classroom teaching and how cognitive conflict based solution strategies can help overcome these misconceptions.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the research conducted?",{"text":117,"@type":113},"The study used an integrative mixed-method design, combining qualitative and quantitative approaches.",{"name":119,"@type":110,"acceptedAnswer":120},"Which misconception type was found to be most common?",{"text":121,"@type":113},"Overgeneralization was the most common misconception type, while wrong translation did not emerge in the results.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588234,1792191278,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962085564549,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","EXAMINING THE SCENARIOS CREATED BY PRE-SERVICE TEACHERS REGARDING MISCONCEPTIONS THAT MAY  \nOCCUR IN THE TEACHING PROCESS  \nNurullah YAZICI, Mertkan ŞIMŞEK  \nAbstract: In this research, pre-service mathematics teachers were asked to prepare scenarios about what possible misconceptions might be in the classroom teaching process and how a solution strategy could be used based on the cognitive conflict approach in order to overcome these misconceptions. Based on these scenarios, it is aimed to determine what type of possible misconceptions may be related to which content standards. This research was conducted using an integrative mixed method design, which allows qualitative and quantitative methods to be used together or sequentially. The study group of the research consists of 60 primary school pre-service mathematics teachers who have successfully completed the \"Misconceptions in Mathematics Teaching\" and \"Teaching Practice\" courses. The data of this research consists of misconception scenarios created by pre-service teachers and a semi-structured interview form. In the analysis of the scenarios, correspondence analysis was used to evaluate the relationship between misconception types and content standards. Considering the research results based on misconception types, it was seen that the most common misconception type was overgeneralization, whereas the misconception type in the wrong translation did not emerge. When the research results are examined in the context of content standards of mathematics, it is seen that the misconceptions mostly belong to the subjects of numbers and operations.  \nKey words: Misconception, scenario, pre-service mathematics teachers, content standards.  \n1. Introduction  \nConcepts are expressed as mental tools that contribute to our thinking process (Bowen & Bunce, 1997; Novak, 2002; Tenenbaum, 2000; Senemoğlu, 2013) . Again, concepts are the building blocks of knowledge and enable the organization of the knowledge to be learned (Bada, 2015; Palmer, 2001) . It is known that the structuring process of knowledge begins in the early stages and is shaped because of the individual's interactions in daily life (Wild, Hilson & Hobson, 2013) . Because an individual creates explanations for himself to make sense of all kinds of events or situations that occur around him in the time period he lives (Palmer, 2001) . From this point of view, it can be said that individuals have some prior knowledge before coming to the learning environment. However, the prior knowledge and concepts that individuals bring to the learning environment generally cause them to take place in understandings that contradict scientific explanations and concepts (Talanquer, 2006) . Establishing relationships between concepts and classifying the concepts will be possible with the correct meaning of the concept (Akgün, 2001) . Therefore, concept teaching, which is seen as the starting point for the realization of meaningful learning, constitutes one of the basic steps of the teaching process (Temizkan, 2011) .  \nAs a result of incomplete or erroneous learning of concepts, not being able to shape them sufficiently in the mind and using them outside of their scientific meaning leads to misconceptions in the individual (Bahçeci & Kaya, 2010; Johnston & Southerland, 2000) . Misconception is defined as the mismatch between the meaning of a concept formed in the mind of the individual and the scientific meaning of that concept, in other words, misperceptions against scientific facts (Novak, 2002; Ojose, 2015) . Baki and Aydın-Güç (2014) stated that the way of understanding that causes the repetition of the mistake ina systematic way is a misconception. Graeber and Johnson (1991) classified misconceptions in four types: overgeneralization, overspecification, mistranslation and limited conception. Among these types,  \novergeneralization is the most common type of misconception. In overgeneralization, a learned rule is applied to all situations.","cbCaij9RWdqzpguL","https://ap.wps.com/l/cbCaij9RWdqzpguL","pdf",366390,14,"English","# Introduction\n## Concepts and prior knowledge\n## Definition and types of misconceptions\n## Focus of the present research","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"To determine what misconception types may appear in classroom teaching and how cognitive conflict based solution strategies can help overcome these misconceptions.\"},{\"question\":\"How was the research conducted?\",\"answer\":\"The study used an integrative mixed-method design, combining qualitative and quantitative approaches.\"},{\"question\":\"Which misconception type was found to be most common?\",\"answer\":\"Overgeneralization was the most common misconception type, while wrong translation did not emerge in the results.\"}]","EXAMINING THE SCENARIOS CREATED BY PRE-SERVICE TEACHERS REGARDING MISCONCEPTIONS THAT MAY OCCUR IN THE TEACHING PROCESS | PDF",1792064810,35]