Can elementary students gather information from concept maps ?
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Tarih
2013
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
In this study, we investigated whether concept maps were used as often and as effectively in elementary science and technology classrooms as recommended by the National Ministry of Education (MEB) in the new curricula in Turkey. In the new elementary science and technology curricula, the MEB provides a general concept map for each unit. We used concept maps provided for the Light and Sound units for fourth, fifth, and sixth grades as content to determine whether students were able to use concept maps to gather information from them. Our analyses showed that most of the students did not use the concept maps to answer the questions. Rather they used their own knowledge and cognitive structures about light and sound to answer the questions. Therefore, we concluded that students do not know how to read the concept maps and gather knowledge from them. Also, we ran an Analysis of Variance (ANOVA) test to explore whether grade level has an effect on students? performance in reading the concept maps and gathering information from them. We found that grade level has a significant effect on students? performance in using concept maps
In this study, we investigated whether concept maps were used as often and as effectively in elementary science and technology classrooms as recommended by the National Ministry of Education (MEB) in the new curricula in Turkey. In the new elementary science and technology curricula, the MEB provides a general concept map for each unit. We used concept maps provided for the Light and Sound units for fourth, fifth, and sixth grades as content to determine whether students were able to use concept maps to gather information from them. Our analyses showed that most of the students did not use the concept maps to answer the questions. Rather they used their own knowledge and cognitive structures about light and sound to answer the questions. Therefore, we concluded that students do not know how to read the concept maps and gather knowledge from them. Also, we ran an Analysis of Variance (ANOVA) test to explore whether grade level has an effect on students? performance in reading the concept maps and gathering information from them. We found that grade level has a significant effect on students? performance in using concept maps
In this study, we investigated whether concept maps were used as often and as effectively in elementary science and technology classrooms as recommended by the National Ministry of Education (MEB) in the new curricula in Turkey. In the new elementary science and technology curricula, the MEB provides a general concept map for each unit. We used concept maps provided for the Light and Sound units for fourth, fifth, and sixth grades as content to determine whether students were able to use concept maps to gather information from them. Our analyses showed that most of the students did not use the concept maps to answer the questions. Rather they used their own knowledge and cognitive structures about light and sound to answer the questions. Therefore, we concluded that students do not know how to read the concept maps and gather knowledge from them. Also, we ran an Analysis of Variance (ANOVA) test to explore whether grade level has an effect on students? performance in reading the concept maps and gathering information from them. We found that grade level has a significant effect on students? performance in using concept maps
Açıklama
Anahtar Kelimeler
Eğitim, Eğitim Araştırmaları
Kaynak
International Journal of Environmental and Science Education (elektronik)
WoS Q Değeri
Scopus Q Değeri
Cilt
8
Sayı
4
