Sekizinci sınıf fen bilgisi dersi genetik ünitesinin öğretiminde kavram haritalarının kullanımının öğrencilerin akademik başarılarına ve kavram kazanmalarına etkisi
The effect of using concept maps on scholar succes of student and their learning of new concepts when teaching genetics unit of science on eighth grade
Yazar: ÇİĞDEM ÇAĞLAYAN
Danışman: Y.DOÇ.DR. FATİH MATYAR
Çukurova Üniversitesi / Sosyal Bilimler Enstitüsü / İlköğretim Ana Bilim Dalı
Derece: Yüksek Lisans, 2006
Konu: Eğitim ve Öğretim = Education and Training

Özet:
Bu çal man n temel amac , sekizinci s f fen bilgisi dersi, ?Genetik? ünitesininretiminde kavram haritalar n kullan n ö rencilerin akademik ba ar lar na vekavram kazanmalar na etkisini ara rmakt r. Ara rma öntest-sontest kontrol grupludeneysel modelde yap lm r. Deney ve kontrol gruplar Adana ili Yüre irilçesindeki bir ilkö retim okulunun dört ayr dersli inde ö renim gören ve yans z olarakseçilen sekizinci s f ö rencileri olu turmu tur. Ara rmaya birinci deney grubu 30,ikinci deney grubu 22; birinci kontrol grubu 21, ikinci kontrol grubu 27 ö renci olmaküzere, toplam 100 ö renci kat lm r.Ara rmada kavram haritas na dayal ö retim tekni inin uyguland deneygruplar ile geleneksel ö retim yönteminin uyguland kontrol gruplar n puanlar ayrolarak hesaplanm r. Akademik ba ar sontest bilgi basama , kavrama basama vetoplam puanlar ile kavram kazanma sontest toplam puanlar aras nda anlaml fark olupolmad kar la lm r. Ara rmada veri toplama arac olarak, ki isel bilgilerformu, akademik ba ar testi ve kavram kazanma testi kullan lm r.Ara rma sonucunda elde edilen veriler nicel ve nitel yöntemler kullan larak analizedilmi tir. Verilerin çözümlenmesinde tek yönlü varyans analizi, pearson korelasyonanalizi ve kovaryans analizi kullan lm r. Ayr ca, kavram kazanma testi kapsam ndahaz rlanan kavram haritalar n de erlendirilmesinde bir rubrik (derecelendirme ölçe i)kullan lm r.Ara rma sonucunda, kavram haritas na dayal ö retim tekni inin uygulanddeney gruplar ile geleneksel ö retim yönteminin uyguland kontrol gruplar nakademik ba ar sontest bilgi basama , kavrama basama ve toplam puanlar ilekavram kazanma sontest toplam puanlar aras nda anlaml bir fark oldu u belirlenmi tir.Bu fark deney gruplar lehinedir. Sadece, birinci deney grubu ile birinci kontrol grubuaras nda akademik ba ar sontesti bilgi düzeyi puanlar aras nda anlaml bir farkolmad bulunmu tur.Anahtar sözcükler: Kavram haritas , kavram kazanma, geleneksel ö retim yöntemi,genetik, akademik ba ar

Abstract:
The main purpose of this study is to search the effect of using concept maps onscholar success of students and their learning of new concepts when teaching?genetics? unit of science lesson on eighth class. The search is implemented and settledon the model which consists of pretest-posttest control group. Eighth class studentswere randomly selected from four different classes in a primary school in Yüre ir inAdana to constitute the experimental and control groups. 100 students participated thesearch in all consisting 30 in the first experimental group; 22 in the second experimentalgroup; 21 in the first control group and 27 in the second control group.In the study, the points of the experimental groups which use the teaching techniquebased on the concept maps and the points of the control groups which use traditionalteaching method were calculated on their own. A comparison was made between pointsof posttest knowledge phase, comprehension phase and total points with total posttestpoints of concept acquirement. Personal information form, test of scholar success andtest of concept acquirement were used to collect experimental data.The data that was got at the end of the study was analyzed by using qualitative andquantitative methods. One-way variance analysis, Pearson correlation analysis andcovariance analysis methods were used to assess the data. Furthermore, to evaluate theconcept maps prepared on the base of test of concept acquirement a rubric (graduationscale) was used.At the end of the study, it was determined that there was a significant differencebetween the points (posttest knowledge phase, comprehension phase and total pointsand total posttest points of concept acquirement) of the experimental groups which wereexposed to teaching technique based on the concept maps and control groups whichwere exposed to traditional teaching methods. That difference was to supportexperimental groups. Merely, it was found that there wasn?t a meaningful differencebetween the first experimental group and first control group points of knowledge levelof scholar success posttest.Key words: Concept map, concept acquirement, traditional teaching method, genetics,scholar success