The Effects of using Digitally Supported Concept Maps Method in Science Classes in Primary Education on the Academic Success and Students’ Opinions

Abstract

Visual teaching materials have been reported to be efficient tools in the teaching-learning process (Abebe and Davidson, 2012;Bergeron et al., 1994;Yaşar and Şeremet, 2010). Visual teaching materials are often the illustrations of our oral knowledge, such as movies, computer and television screenshots, slides, photographs, and concept maps (Akgün, 2000). Visual teaching materials become assistants and guides for students in gathering attention, analyzing, and synthesizing information. A welldesigned schematic representation provides a complete and comprehensive visual that words alone cannot convey and often make the recall of the information easier.Design is the first thing to emphasize while developing teaching materials. Design is defined as the conscious effort for a meaningful order (Kılıç, 1997). At the present time, it has beenIn this research, the effects of using digitally supported concept maps on the academic success of students in science classes in primary education and their opinions toward the advantages of digitally supported concept maps were examined. The research was conducted with seventh-grade students in a state school in Turkey. This research used a quasi-experimental design with two groups employing a pre-test/ post-test. A total of 44 students participating in this study: Twenty-two students in the experiment group and 22 students in the control group. The control group of students experienced the concept maps using pencil and paper (manual) while the experiment used digital education materials. The data were analyzed through t-test to determine whether there was a significant difference between academic success points and then analyzed through content analysis. According to the results of the research, the students who experienced the digitally supported concept maps increased their academic success. These students reported that "learning takes place more easily" through this method. The results of this research show that the students got entertained and motivated much more in the environments that digitally supported concept maps were used.

Pre-school teachers' digital concept maps and instructional design practices

“…This feature (digital vs physical/paper-and-pencil ones) is often categorised under the term 'type of response' (Hartmeyer et al, 2018). Brandstädter et al (2012) and Uygur (2019) have examined the efficacy of the digital type of response in relation to students' performance. In both studies, their statistical analysis between pre-and post-tests showed improved students' performance when using the digital concept maps in comparison with the paper-and-pencil ones.…”

Pengembangan Modul Pembelajaran Biologi Berbasis Inkuiri Terbimbing dan Peta Konsep

“…Peta konsep membantu siswa dalam mengorganisasikan informasi, menggambarkan hierarki konsep, dan menunjukkan bagaimana konsep-konsep tersebut saling terkait. Di sisi lain, peta konsep juga membantu siswa dalam hal meregulasi dan menghubungkan informasi baru yang didapatkan setelah kegiatan observasi (Uygur, 2019) dan membantu siswa agar lebih mudah membangun dan memvisualisasikan tingkat pemahamannya (Kinchin, Möllits, & Reiska, 2019;Won, Krabbe, Ley, Treagust, & Fischer, 2017). Jadi, pengembangan peta konsep memerlukan kemampuan siswa dalam mengorganisasikan pemikiran mereka tentang konsep dengan menuliskan atau membuat hubungan antar konsep.…”