EFFECTS OF CONCEPT MAPPING AND COMPUTER ASSISTED INSTRUCTION ON REMOVING 7th GRADE STUDENTS’ MISCONCEPTIONS ON THE MATTER SUBJECT
Science lessons include many concepts that are related to many other concepts and the incomplete or incorrect learning of a particular concept affects the learning of the other concepts. Concepts learned like this causes misconceptions to occur. Students have many misconceptions about the concepts i...
Guardado en:
| Autores principales: | , |
|---|---|
| Formato: | article |
| Lenguaje: | DE EN FR TR |
| Publicado: |
Fırat University
2019
|
| Materias: | |
| Acceso en línea: | https://doaj.org/article/9a8efa23747d4619aa29b9c85bfd2e24 |
| Etiquetas: |
Agregar Etiqueta
Sin Etiquetas, Sea el primero en etiquetar este registro!
|
| Sumario: | Science lessons include many concepts that are related to many other concepts and the incomplete or incorrect learning of a particular concept affects the learning of the other concepts. Concepts learned like this causes misconceptions to occur. Students have many misconceptions about the concepts in the unit of matter and its properties. The aim of this study is to determine misconceptions related to these concepts and overcome them by using concept maps, computer assisted instruction and traditional instruction. According to this aim, the pre-test post-test control group quasi-experimental design was used. The treatment was conducted in the three classes of a private school in Istanbul, and computer assisted instruction (experimental group I), concept mapping (experimental group II) and traditional teaching (control grıup) are used during 19 lessons. “Matter And Its Properties Concept Test (MPCT)” was conducted to all the students both before and after the treatments. The test developed by Sari (2014) is 20-itemed two-tiered diagnostic test. According to the ANOVA results of the pretests, there was no statistically significant difference between the groups (p=0,881), while there was a statistically significant difference between the posttest results (p |
|---|