ÖZET
Ö¤renme ö¤retme sürecini daha etkili hale getirmek amac›yla farkl› ö¤retim yöntemleri gelifltirilmekte ve bu yöntemlerin
ö¤renme ve ö¤retme sürecine etkileri araflt›r›lmaktad›r. Araflt›r›lan ö¤retim yöntemlerinden biri de kavram haritalar›-
d›r. Kavram haritalar›, bilgilerin zihinde yap›land›r›lmas›n› sa¤layarak, ö¤renmenin anlaml› ve kal›c› bir flekilde gerçekleflmesine
yard›mc› olmaktad›r. Bu çal›flmada, biyoloji kavramlar›n›n anlaml› ve kal›c› bir flekilde ö¤renilmesini sa¤layaca¤› öngö-
rülen kavram haritalar› kullan›lm›fl ve biyoloji e¤itiminde kavram haritalar›n›n ö¤renme baflar›s›na ve kal›c›l›¤›na olan etkileri
araflt›r›lm›flt›r. Araflt›rmaya kat›lan ö¤rencilerden kontrol ve deney grubu olmak üzere iki grup oluflturulmufltur. Kontrol grubunda
ö¤retim düz anlat›m yöntemiyle, deney grubunda ise kavram haritas› kullan›larak gerçeklefltirilmifltir. Ö¤renme baflar›s›
ve kal›c›l›¤›yla ilgili veriler gelifltirilen baflar› testi ile toplanm›flt›r. Bu verilerin istatistik analizleri sonucunda gruplar aras›nda
anlaml› bir fark oldu¤u ortaya ç›km›flt›r. Araflt›rma sonucunda elde edilen bulgulara göre, kavram haritas› ile ö¤renim
gören ö¤rencilerin, düz anlat›m yöntemi ile ö¤renim gören ö¤rencilere göre daha baflar›l› olduklar› ve ö¤renmenin deney grubunda
daha kal›c› oldu¤u görülmüfltür.
ABSTRACT
Among the studies that are carried out to make the teaching-learning process more effective, different teaching
methods have been developed, and their effects have been investigated. One of these teaching methods is concept maps.
Concept maps help learning to be realized in a meaningful and permanent way by getting the knowledge structured in mind.
In this study, concept maps, which are considered to help of biology concepts in a meaningful and pemanent way, have been
used, and the effects of concept maps on achievement and retention in biology education have been investigated. Two groups,
experimental and control groups, have been formed from the students who take part in the research. While the teaching in the
control group has been based on lecturing, teaching in the experimental group has been based on concept maps. Data on success
and retention has been colected through an achievement test. The statistical analyses of the data have been observed and
a meaningful difference between two groups has been found. According to the findings, students instructed through concept
maps are more successful than the ones who have been instructed through lecturing, and learning is more permanent in the
experimental group.
ANAHTAR KELİMELER: biyoloji eğitimi, kavram haritaları, öğrenme başarısı ve kalıcılık.
KEYWORDS: biology education, concept maps, achievement and retention of learning.
efdergi@hacettepe.edu.tr http://www.efdergi.hacettepe.edu.tr Hacettepe University, Faculty of Education 06800 Beytepe / Ankara
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