CONCEPT MAPPING AS A TOOL TO DEVELOP AND MEASURESTUDENTS’ UNDERSTANDING IN SCIENCE
Yazarlar (3)
Doç. Dr. Sema TAN Sinop Üniversitesi, Türkiye
Ömer Erdimez Adıyaman Üniversitesi, Türkiye
Robert Zımmerman
| Makale Türü |
Özgün Makale
(Diğer hakemli uluslarası dergilerde yayınlanan tam makale)
|
||
| Dergi Adı | Acta Didactica Napocensia | ||
| Dergi ISSN | 2065-1430 | ||
| Dergi Tarandığı Indeksler | Journals Indexed in Eric | ||
| Makale Dili | İngilizce | Basım Tarihi | 08-2017 |
| Cilt / Sayı / Sayfa | 10 / 2 / 109–122 | DOI | – |
| Makale Linki | http://padi.psiedu.ubbcluj.ro/adn/article_10_2_9.pdf | ||
| UAK Araştırma Alanları |
Özel Yetenekliler Eğitimi
|
||
| Özet |
| Concept maps measured a student's understanding of the complexity of concepts, and interrelationships. Novak and Gowin (1984) claimed that the continuous use of concept maps increased the complexity and interconnectedness of students' understanding of relationships between concepts in a particular science domain. This study has two purposes; the first one was to test this claim and examine how the repeated use of concept maps affected the complexity and interconnectedness of concepts independent of science subjects in elementary school, the second one was to compare the sensitivity of the Ruiz-Primo et al. (1997), and the Novak and Gowin (1984) grading systems for concept maps. The sample group consisted of 23 students including 14 male and 9 female students. We employed paired sample t-tests to answer the research questions, and found that the scores obtained for the fifth science unit was significantly different from the first one. Also, Novak and Gowin's (1984) scoring system was |
| Anahtar Kelimeler |
