The effect of teaching approaches on the pattern of pupils' cognitive structure: some evidence from the field

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dc.authorid0000-0003-1234-0347
dc.contributor.authorBahar, Mehmet
dc.contributor.authorTongaç, Erdal
dc.date.accessioned2021-06-23T19:26:13Z
dc.date.available2021-06-23T19:26:13Z
dc.date.issued2009
dc.departmentBAİBÜ, Eğitim Fakültesi, Matematik ve Fen Bilimleri Eğitimien_US
dc.description.abstractIn this study, the effect of different teaching approaches on pupils' cognitive structures (N=110) in the topic of circulation system was investigated by using the Word Association Test (WAT). WAT was administered as a pre-test and post-test to all groups. The control group was taught by lecturing. In addition to lecturing, concept maps were used in the first experimental group and the cooperative learning approach was used in the second experimental group. In order to map the pupils' cognitive structures, response frequencies in the WAY were used. The results showed that: i) pupils generated more response words for the majority of the key words in the post-WAT than they did in the pre-WAT; and ii) there was not any observable difference in the pre-WAT mind maps of all the groups in terms of complexity and branching. However, the post-WAT mind maps clearly showed considerable difference regarding complexity and branching. In other words, the teaching approach may seem to affect the associations between concepts in the pupils' minds. Implications of the results for better teaching and meaningful learning are critically discussed.en_US
dc.identifier.endpage45en_US
dc.identifier.issn0119-5646
dc.identifier.issue1en_US
dc.identifier.scopus2-s2.0-67651146436en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.startpage21en_US
dc.identifier.urihttps://hdl.handle.net/20.500.12491/6463
dc.identifier.urihttps://ejournals.ph/article.php?id=3904
dc.identifier.volume18en_US
dc.identifier.wosWOS:000267493900002en_US
dc.identifier.wosqualityQ4en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.institutionauthorBahar, Mehmet
dc.language.isoenen_US
dc.publisherDe La Salle Univ-Manilaen_US
dc.relation.ispartofAsia-Pacific Education Researcheren_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectWord Association Testen_US
dc.subjectTeaching Approachesen_US
dc.subjectCognitive Structureen_US
dc.subjectCirculation Systemen_US
dc.titleThe effect of teaching approaches on the pattern of pupils' cognitive structure: some evidence from the fielden_US
dc.typeArticleen_US

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