期刊名称：International Journal of Environmental and Science Education
电子版ISSN：1306-3065
出版年度：2013
卷号：8
期号：4
页码：611-625
DOI：10.12973/ijese.2013.223a
出版社：IJESE
摘要：In this study, we investigated whether concept maps were used as often and as effectively in elementary science and technology classrooms as recommended by the National Ministry of Education (MEB) in the new curricula in Turkey. In the new elementary science and technology curricula, the MEB provides a general concept map for each unit. We used concept maps provided for the Light and Sound units for fourth, fifth, and sixth grades as content to determine whether students were able to use concept maps to gather information from them. Our analyses showed that most of the students did not use the concept maps to answer the questions. Rather they used their own knowledge and cognitive structures about light and sound to answer the questions. Therefore, we concluded that students do not know how to read the concept maps and gather knowledge from them. Also, we ran an Analysis of Variance (ANOVA) test to explore whether grade level has an effect on students. performance in reading the concept maps and gathering information from them. We found that grade level has a significant effect on students. performance in using concept maps
关键词：concept maps; gathering knowledge; elementary science and technology
