Abstract:

The objective of this study is to study how online concept maps in science courses influence student success and durability according to paper-paper-based concept maps. The work group of the study consists of 28 high school students of the seventh class. In the study, the control group (14 students) was taught on paper-paper-based concept maps with the teaching method, while the experiment group (14 students) was taught on the online concept maps with the teaching method for 3 weeks (12 hours). The online and paper-paper-based concept maps are created to cover the achievements of the mass-weight topic. Captivate educational software has been used in the creation of online concept maps. In addition, the success test (KR-21=0.695) consisted of 24 matters in relation to the matter of mass-weight was created. The group was tested after the pre-test and after 45 days the durability test. As a result of the findings obtained in the study, the teaching of the topic of "mass-weight" can be said that online or computer-supported concept maps have a greater impact on academic success and durability than paper-paper-based concept maps. In addition, online concept maps have a significant and significant impact on the final test score of 74%. According to these findings, the development and use of online concept maps in all possible areas is of great importance in supporting teaching.

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Abstract:

The purpose of this study is to examine the extent to which online concept maps in science lessons influence student achievement and retention according to paper-pencil-based concept maps. The sample of the study is composed of 28 middle school seventh grade students. In the study, the experimental group (14 students) was taught through the online concept maps while the control group (14 students) was teaching through paper-pencil-based concept maps. Control and experimental groups were taught for 3 weeks (12 hours). Online and paper-pencil-based concept maps were created to cover the mass-weight issue. The Captivate educational software program was used to create online concept maps. In addition, a 24-item achievement test (KR-21 = 0.695) was established for the mass-weight topic. The groups were applied post-test after the pre-test. After 45 days from the post-test, permanence test was applied. As a result of the findings in the research, it can be said that the teaching of "mass-weight" is more influential on academic achievement and retention than the paper-pencil-based concept maps of on-line or computer-supported concept maps. In addition, there is a meaningful and significant impact of 74% on the post-test scores of online concept maps. According to these results, it is very important to support the teaching and development of online concept maps in every possible field.