The aim of this study is to investigate the effect of concept cartoons and biology teaching based on a constructivist learning approach on student achievement and permanence of knowledge. The study group consists of 49 students studying in two of the 10th digital classes of Kazım Karabekir Technical and Industrial Vocational High School in the Yunus Emre district of Erzurum. At the stage of data collection, biology achievement tests including three-stage pre-test, post-test and permanence test consisting of 25 questions related to the subject of “Ecosystem Ecology”, which is the third unit of the biology course, were prepared and used from the preparation books of the Student Selection Examination (ÖSS). In the study in which the pretest, posttest control group quasi-experimental design was used, the subjects were applied to the control group with the traditional straight expression method, and the teaching method was applied to the experimental group with the researched concept cartoons. The cartoons were given to the experimental group as a material, and the lesson was presented as slides, supported by cartoons, and actively processed in the form of questions and answers. As a result of the evaluation of the data, there was a statistically significant difference in favor of the experimental group (p <0.05) according to the posttest scores obtained from the achievement test in the experimental group, where the teaching was performed with concept cartoons, and there was a significant difference between the groups in terms of retention test scores made after 4 weeks (p <0.05) was observed. At the end of the study, it was understood that teaching with concept cartoons had a positive effect on providing students to learn biology knowledge compared to the traditional method.
Yayın Adı (dc.title) | The effect of biology teaching with concept cartoons based on constructivist learning approach on student achievement and permanence of knowledge |
Yazar/lar (dc.contributor.yazarlar) | Ali ASLAN, Tubanur ASLAN ENGİN, Gülbübü KURMANBEKOVA, Fethi KAYALAR, Filiz KAYALAR, Yalçın KARAGÖZ, Adem ENGİN |
Yayın Türü (dc.type) | Makale |
Dil (dc.language) | İngilizce |
Yayımlanma Yılı (dc.date.issued) | 2021 |
Ulusal/Uluslararası (dc.identifier.ulusaluluslararasi) | Uluslararası |
Kaynak (dc.relation.journal) | Frontiers in Life Sciences and Related Technologies |
Süreli Sayı (dc.identifier.issue) | 1 |
Cilt/Sayı (dc.identifier.volume) | 2 |
Sayfa (dc.identifier.startpage) | 14-20 |
ISSN/ISBN (dc.identifier.issn) | Online ISSN: 2718-062X |
Yayıncı (dc.publisher) | İbrahim İlker ÖZYİĞİT |
Veri Tabanları (dc.contributor.veritaban) | TRDizin |
Veri Tabanları (dc.contributor.veritaban) | Ulakbim (DergiPark) |
İndex Türü (dc.identifier.index) | Alan Indeks |
Özet (dc.description.abstract) | The aim of this study is to investigate the effect of concept cartoons and biology teaching based on a constructivist learning approach on student achievement and permanence of knowledge. The study group consists of 49 students studying in two of the 10th digital classes of Kazım Karabekir Technical and Industrial Vocational High School in the Yunus Emre district of Erzurum. At the stage of data collection, biology achievement tests including three-stage pre-test, post-test and permanence test consisting of 25 questions related to the subject of “Ecosystem Ecology”, which is the third unit of the biology course, were prepared and used from the preparation books of the Student Selection Examination (ÖSS). In the study in which the pretest, posttest control group quasi-experimental design was used, the subjects were applied to the control group with the traditional straight expression method, and the teaching method was applied to the experimental group with the researched concept cartoons. The cartoons were given to the experimental group as a material, and the lesson was presented as slides, supported by cartoons, and actively processed in the form of questions and answers. As a result of the evaluation of the data, there was a statistically significant difference in favor of the experimental group (p <0.05) according to the posttest scores obtained from the achievement test in the experimental group, where the teaching was performed with concept cartoons, and there was a significant difference between the groups in terms of retention test scores made after 4 weeks (p <0.05) was observed. At the end of the study, it was understood that teaching with concept cartoons had a positive effect on providing students to learn biology knowledge compared to the traditional method. |
URL (dc.rights) | https://dergipark.org.tr/en/pub/flsrt/issue/60038/824378 |
Fakültesi / Enstitütü (dc.identifier.fakulte) | Fen Fakültesi |
Bölümü (dc.identifier.bolum) | Biyoloji Bölümü |
Kurumdaki Yazar/lar (dc.contributor.author) | Ali ASLAN |
Kurumdaki Yazar/lar (dc.contributor.author) | Gülbübü KURMANBEKOVA |
Kayıt No (dc.identifier.kayitno) | BL3CC5F2F2 |
Kayıt Giriş Tarihi (dc.date.available) | 2022-05-11 |
Not (Yayımlanma Yılı) (dc.identifier.notyayinyili) | 2021 |
Konu Başlıkları (dc.subject) | biology |
Konu Başlıkları (dc.subject) | cartoon |
Konu Başlıkları (dc.subject) | concept cartoons |
Konu Başlıkları (dc.subject) | constructivist teaching method |
Konu Başlıkları (dc.subject) | permanent learning |