Abstract:
The future of the individual and society in our age of information is produced rapidly restored, access to information, using the information and producing skills are connected. The acquisition of skills and continue of these skills lifetime require a modern education based on the production of information. There are many methods to improve these skills and one of them is explanatory story. The explanatory stories take key 'big ideas' in science and explain these in a rounded, relevant and interesting way that highlights their importance in current scientific understandings and developments. For this purpose, the effect of explanatory stories on 7th grade students' misconceptions about particulate nature of matter was investigated. A pre-experimental design was used. The sample of this study consists of 26 students. The chemistry achievement test which includes 15 true-false statements was used as a pre and post-tests for data collection. Pre-test and post-test scores were compared with Paired Samples Test. There was a significant difference between them. According to ANOVA results, there was no significant difference between girls' and boys' success for pre-test. But this result was changed for post-test. In the light of the results, it could be said that the explanatory stories help students to meaningful learning about science
