Determining the Turkish World Perceptions of Candidate Social Studies Teachers through Word Association Test

Tokcan, Halil

doi:10.13189/ujer.2017.050812

Cited by 7 publications

(7 citation statements)

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“…De esta manera, los diversos autores convergen en señalar que, a través de los mapas conceptuales, se pretende representar relaciones significativas entre conceptos en forma de preposiciones o unidades semánticas y que estos conceptos son fáciles de aprender (López, Shavelson, Nandagopal, Szu y Penn, 2014;Tokcan, 2017;Wei y Yue, 2017). Por ejemplo, para Buitrago y Chiappe (2019), el mapeo conceptual hace visible el aprendizaje en la medida que el estudiantado pueda hacer explícito un dominio conceptual, es decir, el entendimiento de un concepto y para Nawani, Von Kotzebue, Rixius, Graml, y Neuhaus (2018), permiten dar cuenta de la estructura cognitiva del grupo de estudiantes sobre un tema dado.…”

Section: Referente Teóricounclassified

Mapas conceptuales: su uso para verificar el aprendizaje significativo en estudiantes de primaria

Olivo-Franco

2021

Act. Inv. en Educ.

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Los mapas conceptuales pueden consolidarse como herramientas que, utilizadas intencionalmente, permiten evidenciar los progresos en el aprendizaje de conceptos. Esta investigación, puesta en marcha en el primer semestre de 2017, asumió el estudio de caso como diseño metodológico desde una investigación mixta y, por tanto, utilizó técnicas e instrumentos cualitativos y cuantitativos. Asimismo, se describió la efectividad de los mapas conceptuales para verificar el entendimiento conceptual en una muestra de estudiantes (n=13) de quinto grado de la Institución Educativa Juan Domínguez Romero de Caracolí-Colombia, con respecto al concepto célula. Los mapas conceptuales del estudiantado fueron instrumentos de obtención de información para verificar el entendimiento conceptual a través de un diseño de medidas repetitivas. Asimismo, a través de entrevistas en profundidad, estos mapas, fueron analizados cualitativamente mediante categorías inductivas y deductivas. El estudio verificó un progreso en el entendimiento conceptual del estudiantado. Se identificaron diferentes niveles de diferenciación conceptual y la persistencia de errores conceptuales que se sugiere, deben superarse mediante instrucción. Se concluye que los mapas conceptuales enmarcados desde la teoría ausbeliana del aprendizaje significativo deben implementarse como herramientas para explicitar ideas previas, errores conceptuales y verificar si un concepto es o no aprendido por el grupo de estudiantes. Prospectivamente, se recomienda explorar sobre la incidencia del uso de los mapas no solo en los procesos cognitivos, sino motivacionales y metacognitivos del estudiantado. Finalmente, dado el potencial pedagógico de los mapas se sugiere sean utilizados intencionalmente por el profesorado para dinamizar su práctica pedagógica y favorecer aprendizajes significativos.

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Section: Referente Teóricounclassified

Mapas conceptuales: su uso para verificar el aprendizaje significativo en estudiantes de primaria

Olivo-Franco

2021

Act. Inv. en Educ.

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“…Kaya and Akis (2015) examined the cognitive structures of geography students regarding the concept of 'air'. Tokcan (2017) social studies teacher candidates 'cognitive structures related to the concept of 'Turkish World', Derman and Yaran (2017) 'water cycle' concept of high school students, Yigit and kiyici (2019) teacher candidates' 'teacher' concept, through WAT. In addition, in the field of music, Kurtaslan (2018) elementary school students 'nota' concept, Gerekten (2018) music teacher candidates 'makam' concept, Kurtaslan, Aydin and Ozer (2018) are studies using the vocabulary assignment Test to determine the cognitive structures of the 'music teacher' concept of secondary and high school students.…”

Section: Acquisitions Related To Music Genres In High School Music Programsmentioning

confidence: 99%

Analysis of high school students’ cognitive structures related to musical genre via word association test

Özer

2020

CJES

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The aim of this study, via the Word Association Test, an alternative assessment and evaluation technique, to reveal the cognitive structures by determining high school students' perceptions about music genres. For this purpose, in the spring semester of 2015–2016 academic year, Data in the study is obtained with the participation of 100 students in 11th and 12th. Independent word association test was used to collect data. In order to create the test, music genres, namely, Turkish Folk Music, Turkish Art Music, Pop Music and Classical Western Music, were chosen as key concepts. The data were evaluated according to the content analysis; frequency values were given and divided into categories. In line with the findings of the research, the categories of ‘cultural’ related to the concept of Turkish Folk Music, ‘instrument’ about Turkish Art Music, ‘rhythmic’ about Pop Music, and ‘instrument’ related to Classical Western Music, answer words were produced. Keywords: Concept, cognitive structure, musical genres, word association test.

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“…In the extant literature, various studies were carried out by conducting the word association test (Bahar & Özatlı, 2003;Bahar, Johnstone, & Sutcliffe, 1999;Cardellini & Bahar, 2000;Cachapuz & Maskill, 1987;Çiftçi, 2009;Deveci, Çengelci Köse, & Gürdoğan Bayır, 2014;Ercan, Taşdere, & Ercan, 2010;Gough, 1976;Johnstone & Moynihan, 1985;Kaya & Akış, 2015;Şimşek, 2013;Tokcan & Yiter, 2017;Yel, Çetin, & İnel, 2019). In addition, various studies have been conducted on the concept of energy in the literature (Akbulut, 2008;Aladağ, Tapur, & Duran, 2018;Amador Amador, Carbonero Rosales, & Jarquin Cabrera, 2021;Atılgan, 2000;Ay & Tokcan, 2019;Aydın, 2010;Bilginoğlu, 1991;Çolak, Kaymakçı, & Akpınar, 2015;Çukurçayır & Sağır, 2008;Dikmenli, Öztürk Demirbaş, & Gafa, 2019;Haskök, 2005;Kantemir, 2003;Kar, 2021;Kaygusuz, 1999;Koç & Kaya, 2015;Önder, 2001;Pamir, 2002;Tokcan, 2017;Tokcan & Topkaya, 2018;Uslu, 2004;Yıldırım & Örnek, 2007;Yel & Çetin, 2020). However, there are no similar studies conducted on the concept of energy at high school level.…”

Section: Introductionmentioning

confidence: 99%

Exploring High School Students’ Cognitive Structures for Energy Concept Through Word Association Test

Türksever¹

2021

IES

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This research, which was conducted in order to reveal the cognitive structures of high school students regarding the concept of energy through the word association test, was designed in a survey model. Word association test was used as a data collection tool. After the necessary information was given to the students, they were given three minutes and they were asked to write the first words that came to mind about the key concept. The study group of the research consists of 202 students studying in a high school in the province of Malatya in the 2019-2020 academic year. 58 of these students are 9th grade, 46 are 10th grade, 45 are 11th grade and 53 are 12th grade. While choosing the study group of the research, one of the purposeful sampling types was chosen based on easily accessible situation sampling. The words obtained related to the concept of energy are tabulated using Microsoft office excel program. The cut-off points of the tables, which were examined in detail and repeated words were taken into account, were determined. Concept networks were created in line with the determined cut-off points. In the research, 189 different words were produced for the concept of energy by high school students. While 114 of these words were not included in the analysis because they had 4 or less frequencies, 75 words were included in the analysis. Among the words included in the analysis, the most repeated word in the 9th grade was “petrol” (f = 30), the most repeated word in the 10th grade was “fossil fuel” (24), the most repeated word in the 11th grade “electricity” (19), the most repeated word in the 12th grade was found to be “potential” (28). In the comparison between the classes, a difference in quantity and quality is observed. It has been observed that as the grade level increases, the quality of the answers given increases.

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Determining the Turkish World Perceptions of Candidate Social Studies Teachers through Word Association Test

Abstract: The purpose of this study is to observe prospective teachers' cognitive structures related to Turkish World. In this scanning model study, WAT (Word Association

Cited by 7 publications

References 4 publications

Mapas conceptuales: su uso para verificar el aprendizaje significativo en estudiantes de primaria

Mapas conceptuales: su uso para verificar el aprendizaje significativo en estudiantes de primaria

Analysis of high school students’ cognitive structures related to musical genre via word association test

Exploring High School Students’ Cognitive Structures for Energy Concept Through Word Association Test

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