Abstract:

The main aim of this research is to show whether the memory training method has an effect on the secondary school 7th grade visual art works or not, and to reveal in which aspects it affects if it has any effect. The study sample consists of 33 students from two different state schools in Izmir who take the secondary school 7th grade visual art works course. The research is limited to six different endemic plants. In the study, the Artwork Assessment Rubric was used, which was developed from a published scale. "Kaiser-Mayer-Olkin (KMO)" and "Barlett test" were conducted to test the suitability of the developed scale for factor analyses. In order to control the construct validity, "Exploratory Factor Analysis (EFA)” and "Confirmatory Factor Analysis (CFA)” were applied. The study is a single-group pretest-posttest model. The study lasted for 8 hours in total -two hours per week- including pretest-posttest application. The "Wilcoxon Signed Ranks Test" was used for the analysis of the data. As a result of the research, the use of the memory training method was effective in terms of breaking stereotypes, i.e. template/schema form expressions, and enriching the plant diversity used in students’ paintings, which revealed a statistically significant difference regarding these criteria.

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