摘要：This study aims to analyze the effects of conceptual change texts enriched with
metaconceptual activities on the semantics of classroom teacher candidates. The sample of the
study is made up of 60 3rd grade undergraduate students who study at Istanbul University Hasan
Ali Yücel Faculty of Education. Pre-test post-test experimental modelling has been used in the
study. As data collection tool, Symmetry Subjects Comprehension Test (SSCT) has been used. The
Cronbach Alpha value of SSCT is found to be 0.70. SSCT has been used as a pre-test before the
students read the texts and it has been used as a post-test after they have read them. SPSS program
has been used for data analysis. As a result, it has been found that there is a meaningful difference
between the texts that are enriched with metaconceptual activities and plain texts in terms of
students’ learning symmetry subject. The findings show that teacher candidates who have read the
texts that are enriched with metaconceptual activities can learn symmetry subject better than those
who have read the plain text.
