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Bu araştırma ile ortaöğretim öğrencilerinin Coğrafya dersi kapsamında bitkiler konusuyla ilgili olarak bilişsel yapılarının belirlenmesinde alternatif bir ölçme değerlendirme aracı olan Kelime İlişkilendirme Testinin (KİT) tanı aracı olarak kullanılması amaçlanmıştır. Araştırmanın katılımcılarını, 2018-2019 eğitim ve öğretim yılında Konya’da bir ortaöğretim kurumunda öğrenim gören 10. sınıf öğrencileri arasından amaçlı örnekleme yöntemlerinden ölçüt örnekleme yöntemi kullanılarak belirlenmiş 35 öğrenci oluşturmaktadır. Verilerin toplanmasında öğretim öncesi ve sonrasında değiştirilmeden kullanılan dört anahtar kelime (bitki, ağaç, çalı ve ot) ile hazırlanmış Kelime İlişkilendirme Testi formu kullanılmıştır. Verilerin analizinde betimsel analiz tekniklerinden olan frekans analizi tekniği kullanılmıştır. Ayrıca kesme noktası tekniği kullanılarak kavram ağı haritaları hazırlanmıştır. Bu kavram ağlarında öğrenciler tarafından anahtar kelimelere karşılık üretilen cevap kelimeler arasındaki bağlantılar ortaya konmuştur. Araştırmanın bulgularına göre, öğrencilerin ders öncesinde daha az sayıda cevap kelimesi üretebildikleri ve kavramları birbirinden bağımsızmış gibi algıladıkları; ders sonrası uygulamada ise daha fazla sayıda ve birbiriyle bağlantılı cevap kelime üretebildikleri tespit edilmiştir. Ayrıca öğrenme sonunda ortaya çıkan kavram ağları öğrencilerin bilişsel yapılarında olumlu yönde bir gelişme olduğunu gösterir niteliktedir. Sonuç olarak, kelime ilişkilendirme testi bir tanı aracı olarak Coğrafya derslerinde eğitimciler tarafından öğrencilerin ön bilgilerinin belirlenmesi ve anlamlı öğrenmenin gerçekleşip gerçekleşmediğinin tespit edilmesi amacıyla kullanılabilir.
This research is aimed at using the Word Relationship Test (KIT) as a diagnostic tool in the determination of their cognitive structures in relation to the subject of plants within the framework of the Geography course. The participants of the study are 35 students identified using the standard sample method from the target sample methods of the 10th grade students who are studying in a secondary education institution in Konya in the 2018-2019 educational and educational year. In the collection of data, the Word Relationship Test form, prepared with four keywords (plants, trees, trees and herbs) used before and after teaching, was used. In the analysis of data, the technique of frequency analysis is used from the visual analysis techniques. The concept network maps are also prepared using the cutting point technique. These conceptual networks have revealed the links between the answer words produced by students in response to the keywords. The research found that students were able to produce fewer answers before the course, and they perceived the concepts as independent of each other, while in the post-class practice they were able to produce more and connected answers. The conceptual networks that appear at the end of learning are also qualified to show that students have a positive development in their cognitive structures. As a result, the word-relation test can be used as a diagnostic tool by educators in geography courses to determine the student’s pre-informations and to determine whether meaningful learning occurs or not.
With this research, it is aimed to use the Word Association Test (WAT), which is an alternative assessment and evaluation tool, as a diagnostic tool in determining the cognitive structures of high school students regarding the subject of plants in the course of Geography. The participants of the research consist of 35 students and they were selected among the 10th grade students studying in a high school in Konya in the 2018-2019 academic year, using the criterion sampling technique from purposive sampling methods. The Word Association Test form which was prepared with four keywords (plant, tree, bush and grass) used before and after the training to collect the data. Frequency analysis technique, which is one of the descriptive analysis techniques, was used in the analysis of the data. In addition, concept network maps were prepared using the cut-off technique. In these concept networks, the relations among the answer words produced by the students for the given keywords are revealed. According to the findings of the research, it was determined that students were able to produce fewer answer words and perceive the concepts as independent from each other in the pre-test but they were able to produce more related answer words in the post-test. In addition, the concept networks emerging at the end of learning show that there is a positive development in students' cognitive structures. As a result, the word association test can be used as a diagnostic tool in Geography lessons by educators to determine their students' prior knowledge and to determine whether meaningful learning takes place or not.
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