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...

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Autores principales: Aylin SARI, Hale BAYRAM
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Publicado: Fırat University 2019
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Acceso en línea:https://doaj.org/article/9a8efa23747d4619aa29b9c85bfd2e24
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spelling oai:doaj.org-article:9a8efa23747d4619aa29b9c85bfd2e242021-11-24T09:20:41ZEFFECTS OF CONCEPT MAPPING AND COMPUTER ASSISTED INSTRUCTION ON REMOVING 7th GRADE STUDENTS’ MISCONCEPTIONS ON THE MATTER SUBJECT2148-416310.9761/JASSS7579https://doaj.org/article/9a8efa23747d4619aa29b9c85bfd2e242019-08-01T00:00:00Zhttps://jasstudies.com/index.jsp?mod=tammetin&makaleadi=960112234_3-Dr.%20Aylin%20Sar%C4%B1.pdf&key=28745https://doaj.org/toc/2148-4163Science 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 (pAylin SARIHale BAYRAMFırat Universityarticlemisconceptionmatter and its propertiesconcept mapscomputer assisted instructiontraditional iSocial SciencesHSocial sciences (General)H1-99DEENFRTRJournal of Academic Social Science Studies , Vol 11, Iss 67, Pp 29-47 (2019)
institution DOAJ
collection DOAJ
language DE
EN
FR
TR
topic misconception
matter and its properties
concept maps
computer assisted instruction
traditional i
Social Sciences
H
Social sciences (General)
H1-99
spellingShingle misconception
matter and its properties
concept maps
computer assisted instruction
traditional i
Social Sciences
H
Social sciences (General)
H1-99
Aylin SARI
Hale BAYRAM
EFFECTS OF CONCEPT MAPPING AND COMPUTER ASSISTED INSTRUCTION ON REMOVING 7th GRADE STUDENTS’ MISCONCEPTIONS ON THE MATTER SUBJECT
description 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
format article
author Aylin SARI
Hale BAYRAM
author_facet Aylin SARI
Hale BAYRAM
author_sort Aylin SARI
title EFFECTS OF CONCEPT MAPPING AND COMPUTER ASSISTED INSTRUCTION ON REMOVING 7th GRADE STUDENTS’ MISCONCEPTIONS ON THE MATTER SUBJECT
title_short EFFECTS OF CONCEPT MAPPING AND COMPUTER ASSISTED INSTRUCTION ON REMOVING 7th GRADE STUDENTS’ MISCONCEPTIONS ON THE MATTER SUBJECT
title_full EFFECTS OF CONCEPT MAPPING AND COMPUTER ASSISTED INSTRUCTION ON REMOVING 7th GRADE STUDENTS’ MISCONCEPTIONS ON THE MATTER SUBJECT
title_fullStr EFFECTS OF CONCEPT MAPPING AND COMPUTER ASSISTED INSTRUCTION ON REMOVING 7th GRADE STUDENTS’ MISCONCEPTIONS ON THE MATTER SUBJECT
title_full_unstemmed EFFECTS OF CONCEPT MAPPING AND COMPUTER ASSISTED INSTRUCTION ON REMOVING 7th GRADE STUDENTS’ MISCONCEPTIONS ON THE MATTER SUBJECT
title_sort effects of concept mapping and computer assisted instruction on removing 7th grade students’ misconceptions on the matter subject
publisher Fırat University
publishDate 2019
url https://doaj.org/article/9a8efa23747d4619aa29b9c85bfd2e24
work_keys_str_mv AT aylinsari effectsofconceptmappingandcomputerassistedinstructiononremoving7thgradestudentsmisconceptionsonthemattersubject
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