Bu çaly?mada Haptic teknolojisinin simülasyon, düz anlatym ve soru cevap yöntemlerine göre kavram yanylgylaryny gidermedeki olumlu ve olumsuz yönleri ortaya çykarylmaya çaly?ylmy?tyr. Çaly?mada öncelikle 6. synyf ö?rencilerinden iki deney (simülasyon, Haptic teknolojisi) ve bir kontrol grubu olu?turulmu?tur. Bütün gruplara kavramsal anlama testi ön test olarak uygulanmy?tyr. Yerçekimi, kütle ve a?yrlykla ilgili uygulamalardan sonra gruplara kavramsal anlama testi son test olarak uygulanmy?tyr. Ö?rencilerin ön test ve son test verileri analiz edilmi?tir. Her gruptan ba?aryly, orta düzeyde ba?aryly ve ba?arysyz üçer ö?renci seçilmi?tir. Seçilen ö?rencilerle ve çaly?manyn birlikte yürütüldü?ü Fen ve Teknoloji ö?retmeniyle mülakatlar yürütülmü?tür. Elde edilen verilerin analizi sonucunda Haptic teknolojisinin ve simülasyonun ö?renciye daha ayryntyly, kalycy, somut bilgi sa?lamada, kavram yanylgylaryny gidermede etkili olduklary belirlenmi?tir.

In this study, attempt is made to find out the positive and negative aspects of Haptic technology, relative to simulation, lecturing, and questioning methods, in changing misconceptions. In this study, among the 6th grade students two experiment groups (simulation, Haptic technology) and one control group were chosen. In all the groups, a conceptual understanding test was applied as a pre-test. After the applications about gravity,weight and mass, conceptual understanding test was applied as a post-test. The data obtained from the post-test and pre-test was analyzed. 3 successful, intermediate and unsuccessful students were selected from each group. Interviews were held with those students and science and technology teachers. As a consequence of the analysis of the data, Haptic technology and simulation are found to be more effective than the others in providing detailed, permanent, and concrete knowledge for students and changing misconceptions.