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Children's Misconceptions: Opinions and Practices of Preschool Teachers

Yıl 2025, Cilt: 22 Sayı: 1, 214 - 238, 28.04.2025

Rabia Nimet Gülmez , Ensar Yıldız

Öz

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.

Anahtar Kelimeler

Misconception children preschool period preschool teachers teacher

Kaynakça

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  • Asterhan, C. S., & Schwarz, B. B. (2009). Argumentation and explanation in conceptual change: Indications from protocol analyses of peer‐to‐peer dialog. Cognitive Science, 33(3), 374-400. https://doi.org/10.1111/j.1551-6709.2009.01017.x
  • Atasoy, Ş., & Zoroğlu, M. A. (2014). Okul öncesi dönemdeki çocuklara yönelik kavram karikatürlerinin geliştirilmesi ve uygulanması[Development and application of concept cartoons for preschool children]. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 8(2), 38-70. https://doi.org/10.17522/nefefmed.42580
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  • Aydın, Ö., & Özkara, D. (2011). Determination of prospective science teachers’ misconceptions and lack of knowledge on the occurrence of natural electrification in the atmosphere. Adıyaman University Journal of Social Sciences, 4(6) 11-20. https://doi.org/10.14520/adyusbd.122
  • Barke, H. D., Hazari, A., & Yitbarek, S. (2008). Misconceptions in chemistry: Addressing perceptions in chemical education. Springer Science & Business Media.
  • Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö.E., Karadeniz, Ş.,& Demirel F. (2012). Bilimsel araştırma yöntemleri[Scientific research methods]. Pegem.
  • Bitlisli, N. (2014). 6.sınıf öğrencilerinin sosyal bilgiler dersi yeryüzünde yaşam ünitesinde geçen coğrafi kavramları algılama düzeyleri ve kavram yanılgıları (Bayburt örneği)[6 th Grade primary school students’ understanding level and misconceptions in the unit of life ın the world (Bayburt example)] (Tez No. 358226) [Yüksek Lisans Tezi, Giresun Üniversitesi-Giresun]. Yükseköğretim Kurulu Başkanlığı Tez Merkezi.
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Çocuklardaki Kavram Yanılgıları: Okul Öncesi Öğretmenlerinin Görüşleri ve Uygulamaları

Yıl 2025, Cilt: 22 Sayı: 1, 214 - 238, 28.04.2025

Rabia Nimet Gülmez , Ensar Yıldız

Öz

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.

Anahtar Kelimeler

Kavram yanılgıları çocuklar okul öncesi dönem okul öncesi öğretmeni öğretmen görüşleri.

Kaynakça

  • Abell, S. K., & Lederman N. G. (2007). Handbook of research on science education. NJ Lawrence Erlbaum Associates.
  • Akman, B. (1995). Anaokuluna devam eden 40-69 aylık çocukların kavram gelişimlerinde kavram eğitiminin etkisinin incelenmesi [An examination of the effects of concept training in the concept development of 40-69 month old preschoolers](Tez No. 40259) [Doktora Tezi, Hacettepe Üniversitesi-Ankara]. Yükseköğretim Kurulu Başkanlığı Tez Merkezi.
  • Aktaş Arnas, Y. (2009). Okul öncesi dönemde matematik eğitimi [Mathematics education in preschool period] (4. Basım). Nobel Yayınları.
  • Andersson, K., & Gullberg, A. (2014) What is science in preschool and what do teachers have to know to empower children? Cultural Studies of Science Education, 9, 275–296. https://doi.org/10.1007/s11422-012-9439-6
  • Asterhan, C. S., & Schwarz, B. B. (2009). Argumentation and explanation in conceptual change: Indications from protocol analyses of peer‐to‐peer dialog. Cognitive Science, 33(3), 374-400. https://doi.org/10.1111/j.1551-6709.2009.01017.x
  • Atasoy, Ş., & Zoroğlu, M. A. (2014). Okul öncesi dönemdeki çocuklara yönelik kavram karikatürlerinin geliştirilmesi ve uygulanması[Development and application of concept cartoons for preschool children]. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 8(2), 38-70. https://doi.org/10.17522/nefefmed.42580
  • Aubrey, C. (1993). An investigation of the mathematical knowledge and competencies which young children bring into school. British Educational Research Journal, 19(1), 27-41. https://doi.org/10.1080/0141192930190103
  • Aydın, Ö., & Özkara, D. (2011). Determination of prospective science teachers’ misconceptions and lack of knowledge on the occurrence of natural electrification in the atmosphere. Adıyaman University Journal of Social Sciences, 4(6) 11-20. https://doi.org/10.14520/adyusbd.122
  • Barke, H. D., Hazari, A., & Yitbarek, S. (2008). Misconceptions in chemistry: Addressing perceptions in chemical education. Springer Science & Business Media.
  • Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö.E., Karadeniz, Ş.,& Demirel F. (2012). Bilimsel araştırma yöntemleri[Scientific research methods]. Pegem.
  • Bitlisli, N. (2014). 6.sınıf öğrencilerinin sosyal bilgiler dersi yeryüzünde yaşam ünitesinde geçen coğrafi kavramları algılama düzeyleri ve kavram yanılgıları (Bayburt örneği)[6 th Grade primary school students’ understanding level and misconceptions in the unit of life ın the world (Bayburt example)] (Tez No. 358226) [Yüksek Lisans Tezi, Giresun Üniversitesi-Giresun]. Yükseköğretim Kurulu Başkanlığı Tez Merkezi.
  • Carey, S. (1985). Are children fundamentally different kinds of thinkers and learners than adults? In S.F. Chipman, J.W Segal and R. Glasser (eds) Thinking and Learning Skills. Erlbaum.
  • Champagne, A. B., Gunstone, R. F., & Klopfer, L. E. (1985). Effecting changes in cognitive structures among physics students in Cognitive Structure and Conceptual Change. West L. and Pines A. (Eds.). Academic Press
  • Chavan, R., & Patankar, P. (2016). Contructivist strategies for minimization of science misconceptions among school students. Aayushi International Interdisciplinary Reseach Journal (AIIRJ),1, 1-7.
  • Chinn, C. A., & Malhotra, B. A. (2002). Children's responses to anomalous scientific data: How is conceptual change impeded?. Journal of Educational Psychology, 94(2), 327-343. https://doi.org/10.1037/0022-0663.94.2.327
  • Clements, D. H & Sarama, J. (2000). Young children’s ideas about geometric shapes. Teaching Children Mathematics, 6(8), 482-488. https://doi.org/10.5951/TCM.6.8.0482
  • Corbetta, P. (2003). Social research: Theory, methods and techniques. Sage Publications
  • Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). Sage.
  • Creswell, J. W. (2012). Educational research: planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Pearson Education Inc.
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  • Eleftheriadi, A., Lavidas, K., Koustourakis, G., & Papadakis, S. (2023). Misconceptions about Numbers and Operations--A Case Study of Preschoolers. Educational Process: International Journal, 12(2), 59-75. https://dx.doi.org/10.22521/edupij.2023.122.4
  • Guncaga, J., Tkacik, Š., & Žilková, K. (2017). Understanding of Selected Geometric Concepts by Pupils of Pre-Primary and Primary Level Education. European Journal of Contemporary Education, 6(3), 497-515. https://doi.org/10.13187/ejced.2017.3.497
  • Hacıibrahimoğlu, B. Y. (2014). Ölçme. B. Akman (Ed.) Okul öncesi matematik eğitimi [Mathematics education in preschool period]. Pegem Yayınevi.
  • İzgi Onbaşılı, Ü., & Kabadayı, G. S. (2019). Okul öncesi dönemde çocukların astronomi konusunda temel kavramlarla ilgili bilgilerinin incelenmesi [Investigation of preschool children's knowledge on basic concepts of astronomy]. Turkish Journal of Primary Education, 4(2), 85-97. https://dergipark.org.tr/tr/download/article-file/911049
  • Izzati, S., & Rochmah, N. (2020). Analysis of students’ comprehension and misconception towards the topic of salt solubility. Jurnal Penelitian dan Pembelajaran IPA, 6(1), 152-165. https://pustaka.untirta.ac.id/index.php/JPPI/article/view/7324/5549
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  • Kallery, M., & Psillos, D. (2001). Pre-school teachers’ content knowledge in science: Their understanding of elementary science concepts and of issues raised by children’s questions. International Journal of Early Years Education, 9, 165–179. https://doi.org/10.1080/09669760120086929
  • Kambouri, M., Briggs, M., & Cassidy, M. (2011). Children’s misconceptions and the teaching of early years science: A case study. Journal of Emergent Science, 2(2), 7-16.
  • Kazantzidou, D., & Kotsis, K. T. (2023). Misconceptions for concepts in sciences in Charles Perrault’s fairy tales. Aquademia, 7(2), ep23006. https://doi.org/10.29333/aquademia/13697
  • Kesicioğlu, O. S., Alisinanoğlu, F., & Tuncer, A. T. (2011). Okul öncesi dönem çocukların geometrik şekilleri tanıma düzeylerinin incelenmesi [The Analysis of Kindergarteners` Recognition Degrees of Geometric Shapes]. İlköğretim online, 10(3), 1093-1111. https://dergipark.org.tr/en/pub/ilkonline/issue/8591/106797
  • Köseoğlu, P., Altun, A., & Mercan, G. (2024). İntegrating technology in education to address conceptual misunderstandings: the argumentation-based digital storytelling (ds) flow model. In INTED2024 Proceedings (pp. 4026-4032). IATED. https://doi.org/10.21125/inted.2024.1032
  • Lee, J. S., & Ginsburg, H. P. (2009). Early childhood teachers' misconceptions about mathematics education for young children in the United States. Australasian Journal of Early Childhood, 34(4), 37-45. https://doi.org/10.1177/183693910903400406
  • Levin, I., Seigler, R., Druyan, S., & Gardosh, R. (1991). Everyday and curriculum-based physicsbased concepts: When does short-term training bring change where years of schooling have failed to do so? British journal of Developmental Psychology, 8, 269-279. https://doi.org/10.1111/j.2044-835X.1990.tb00842.x
  • Limón, M. (2001). On the cognitive conflict as an instructional strategy for conceptual change: A critical appraisal. Learning and instruction, 11(4-5), 357-380. https://doi.org/10.1016/S0959-4752(00)00037-2
  • Lüle Mert, E. (2019). Okul Öncesi Öğrencilerinin Okul Öncesi Eğitim Programındaki Kavramlara İlişkin Algılarının Metaforlar Aracılığıyla Analizi (Geometrik Şekil) [Analysis of pre-school students' perceptions of concepts ın preschool curriculum through metaphors (geometric shapes)]. International Journal of Language Academy, 7(3), 64-79. http://dx.doi.org/10.18033/ijla.30169
  • Mayring, P. (2011). Nitel Sosyal Araştırmaya Giriş Nitel Düşünce İçin Bir Rehber[ Introduction to qualitative social resources: A guide to qualitative thinking]. (Çev: A. Gümüş ve M. S. Durgun), Bilgesu Yayıncılık.
  • Mufit, F., Festiyed, F., Fauzan, A., & Lufri, L. (2018, April). Impact of learning model based on cognitive conflict toward student’s conceptual understanding. In IOP Conference Series: Materials Science and Engineering (Vol. 335, No. 1, p. 012072). IOP Publishing.
  • Öztürk, E., & Tulum, M. (2021). 60-72 aylık çocukların canlılık algısı üzerine bir inceleme: Çocuklar canlı ve cansız varlıklar ile ilgili ne düşünüyor? [A study on perception of life of 60–72-month-old children: What do children think about living and non-living things?]. Temel Eğitim Araştırmaları Dergisi, 1(1), 40-53. https://doi.org/10.29228/mutead.4
  • Johnson, B., & Christensen, L. (2012). Educational research: Quantitative, qualitative and mixed approaches (4th ed.). Sage.
  • Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K. (2015). Purposeful sampling for qualitative data collection and analysis in mixed method implementation research. Administration and Policy in Mental Health and Mental Health Services Research, 42(5), 533-544. https://doi.org/10.1007/s10488-013-0528-y
  • Pekel F.O. (2019). Effectiveness of argumentation-based concept cartoons on teaching global warming, ozone layer depletion, and acid rain. Journal of Environmental Protection and Ecology, 20(2), 945-953. Philips, W. (1991). Earth Science Misconceptions. The Science Teacher, 58(2), 21-23.
  • Phillips, C. I., & Pexman, P. M. (2015). When do children understand “opposite”? Journal of Speech, Language, and Hearing Research, 58(4), 1233-1244. https://doi.org/10.1044/2015_JSLHR-L-14-0222
  • Rowell, J. A. and Dawson, C. J. (1985) Equilibration, conflict and instruction: A new class-oriented perspective. European Journal of Science Education, 7(4) ,331-344. https://doi.org/10.1080/0140528850070401
  • Royce, A., Singleton, Jr., & Straits, B. C. (2012). Survey interviewing. In J. F. Gubrium, J. A. Holstein, A. B. Marvasti, & K. D. McKinney (Eds.), The SAGE handbook ofinterviewresearch: The complexity of the craft (pp. 77-99). Sage.
  • Sarama, J., & Clements, H. D. (2009). Early childhood mathematics education research: Learning trajectories for young children. Routledge.
  • Schneider, W., Kron-Sperl, V., & Hünnerkopf, M. (2009). The development of young children's memory strategies: Evidence from the Würzburg Longitudinal Memory Study. European Journal of Developmental Psychology, 6(1), 70-99. https://doi.org/10.1080/17405620701336802
  • Shuell, T. J. (1987). Cognitive psychology and conceptual change: Implications for teaching science. Science Education, 71(2), 239-250. https://doi.org/10.1002/sce.3730710210
  • Smolleck, L. & Hershberger, V. (2011). Playing with science: An investigation of young children’s science conceptions and misconceptions. Current Issues in Education, 14(1). http://cie.asu.edu/ojs/index.php/cieatasu/article/view/
  • Strydom, H. (2005). Sampling and sampling methods. In DeVos, A.S., Strydom, H., Fouche, C.B. & Delport, C.S.L. (Eds.), Research at grass roots: for the social sciences and human service professions, (pp. 192-203). Van Schaik.
  • Şahin, Ö., & Korkmaz, H. İ. (2019). Okul Öncesi Dönem Çocukların Matematiksel Kavramlara İlişkin Hatalarının Öğretmen Görüşleri Açısından İncelenmesi [Preschool Children’s Errors in Mathematical Concepts, in Terms of Teachers’ Views]. Anemon Muş Alparslan Üniversitesi Sosyal Bilimler Dergisi, 7, 171-192. https://doi.org/10.18506/anemon.523567
  • Taşkın, Ö., & Şahin, B. (2008). " Çevre" kavramı ve altı yaş okul öncesi çocuklar. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 1(1), 1-12. https://dergipark.org.tr/en/pub/pauefd/issue/11142/133290
  • Tekerci, H., Hançer, B., & Sop, A. (2023). Misconceptions in 5-6 Year Old Children: Formation of a Cloud. Journal of Teacher Education and Lifelong Learning, 5(1), 259-274. https://doi.org/10.51535/tell.1261695
  • Tepetaş, G. Ş. & Haktanır, G. (2013). 6 yaş çocuklarının temel kavram bilgi düzeylerini desteklemeye yönelik öyküleştirme yöntemine dayalı bir eğitim uygulaması [An Instructional Practice Based on the Storyline Method Oriented to Support Basic Concept Knowledge Levels of 6-Year-Old Children]. Eğitim ve Bilim Dergisi, 38, 62-79. https://eb.ted.org.tr/index.php/EB/article/view/1680
  • Treagust, D.F., & Duit, R. (2008). Conceptual change: a discussion of theoretical, methodological and practical challenges for science education. Cult Stud of Sci Educ 3, 297–328. https://doi.org/10.1007/s11422-008-9090-4
  • Tudge, J., & Rogoff, B. (1989). Peer influences on cognitive development: Piagetian and Vygotskian perspectives. In M.H. Bornstien and J.S. Bruner (eds) Interaction in Human Development. Erlbaum.
  • Tytler, R. (1998). The nature of students’ informal science conceptions. International Jornal of Science Educetion, 20(8), 901 – 927. https://doi.org/10.1080/0950069980200802
  • Ünal, K. (2013). Okul Öncesi Eğitime Devam Eden Çocukların Sabah, Öğle, Akşam Kavramlarının Öğretilmesi Sürecinin İncelenmesi [Investigating Instructional Process of Morning, Afternoon and Evening Concepts for Preschool Students]. Middle Eastern & African Journal of Educational Research CICE, 5, 83-95.
  • Venkadasalam, P. V. (2022). Science in kindergarten: Using guidance and explanations to promote conceptual change (Doctoral dissertation, University of Toronto (Canada)).
  • Vosniadou, S., & Brewer, W. F. (1992). Mental models of the earth: A study of conceptual change in childhood. Cognitive Psychology, 24(4), 535–585. https://doi.org/10.1016/0010-0285(92)90018-W
  • Worth, K. (2000). The power of children’s thinking. Foundations, 2, 25-32. https://annex.exploratorium.edu/texnet/profdevelopment/media/nsf99148.pdf#page=29
  • Watson, L. (1997). Children's misconceptions and conceptual change. Australasian Journal of Early Childhood, 22(2), 12-16. https://doi.org/10.1177/1836939197022002
  • Weisskirch, R.S, & Pérez-Granados, C.D.R. (2011). Evaluating a pedagogical strategy to address misconceptions of child development. Family Science Review, 79-90.
  • Wehry, S., Algina, J., Hunter, J., & Monroe-Ossi, H. (2008). Using concept maps transcribed from interviews to quantify the structure of preschool children’s knowledge about plants. In Concept maps: Connecting educators. Proceedings of the third international conference on concept mapping (Vol. 2, pp. 732-739). https://cmc.ihmc.us/cmc2008papers/Backup/cmc2008-p165.pdf
  • Whitebook, M. (2003). Whitebook, M. (2003). Early Education Quality: Higher Teacher Qualifications for Better Living Environments. A Review of the Literature. https://files.eric.ed.gov/fulltext/ED481219.pdf
  • Yılmaz, Z., & Yenilmez, K. (2007). İlköğretim 7. ve 8. sınıf öğrencilerinin ondalık sayılar konusundaki kavram yanılgıları[7 th and 8th grades students’ misconceptions about decimal numbers (Uşak example)]. Afyon Kocatepe Üniversitesi Fen Bilimleri Dergisi, 8(1), 269-290. https://dergipark.org.tr/en/pub/akufemubid/issue/1607/20061
  • Yıldırım, A., & H. Şimşek. (2011). Sosyal bilimlerde nitel araştırma yöntemleri[ Qualitative research methods in social sciences]. Seçkin
  • Yoleri, S. (2010). Bracken Temel kavram gelişimi ölçeği ifade edici türkçe formunun oluşturulması ve temel kavramlarla kişilerarası problem çözme becerileri arasındaki ilişkinin incelenmesi[Alternate title: Establishing Bracken Basic Concept Scale-Expressive Turkish from and Examining Relationship Between Basic Concept and Interpersonel Problem Solving Skills] (Tez No. 261972) [Doktora tezi, Marmara Üniversitesi-İstanbul]. Yükseköğretim Kurulu Başkanlığı Tez Merkezi.
Toplam 68 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Okul Öncesi Eğitim
Bölüm Makaleler
Yazarlar

Rabia Nimet Gülmez 0009-0000-2154-5884

Ensar Yıldız 0000-0003-3741-1121

Erken Görünüm Tarihi 28 Nisan 2025
Yayımlanma Tarihi 28 Nisan 2025
Gönderilme Tarihi 5 Ekim 2024
Kabul Tarihi 27 Mart 2025
Yayımlandığı Sayı Yıl 2025 Cilt: 22 Sayı: 1

Kaynak Göster

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