The most important goal of grammar teaching is, not to transfer language at the knowledge level, but to acquire it as a skill with its all beauties and richness of expression. The definitions and examples that are given out of context are not compatible by the double articulate nature of language. Because of grammar activities that are carried out away from system logic, students cannot transform the knowledge that considered to have been acquired, to a new knowledge and cannot use it at

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... tion level, creat misconceptions about the concepts. The aim of this study is to determine the knowledge and application level of primary education eight grade students at main concepts of Turkish grammatical voice, to identify their existent misconceptions and to dwell on the reasons of the misconceptions. Mixed methods research approach, which is both quantitative and qualitative, is used in this study. Misconception Detection Test that is prepared by the researcher, is applied to 248 eighth grade students, additionally it is asked them to write explanations about concepts that are identified for eight grade level. The analyses of quantitative data is realized by assessment of students' conception knowledge levels at six categories such as "knows", "lack of knowledge", "not knows", "knows but can't practice", "hidden misconception" and "misconception". The content analyses of qualitative data is realized by installation of students answers to four groups such as "knows", "lack of knowledge", "not knows" and "misconception". From the findings of quantitative and qualitative data that supports each other, it is concluded that most of students do not know voice and its sub-concepts, can't interrelate the concepts, can't transfer their knowledge to application area and having misconceptions.