Abstract:

This study has been aimed at investigating the impact of mind map and concept cartoon activities in the teaching of science and technology on student academic achievements and questioning learning skills perceptions. For this purpose, the unharmonised control group pre-test last test pattern has been used. The study was carried out by two separate primary school classes. The study group consists of a total of 34 people, including 17 in the experimental group and 17 in the control group. Before the application, there was not a significant difference between the class average of the group’s academic achievement scores and the questioning learning skills perception scores, and the groups were considered equal in terms of relatively dependent variables. According to the results of the academic success test applied after the experimental application, it is determined that there is a significant difference between the group's order average, and the difference between the perceptions of questioning learning skills is not significant, but that there is a high increase in the benefit of the experimental group. As a result of the interpretation of the findings obtained from the research, the use of activities based on the use of mind maps and conceptual cartoons in science and technology courses is believed to be beneficial for the development of students’ academic achievements and questioning learning skills perceptions.

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