International Association of Educators   |  ISSN: 2834-7919   |  e-ISSN: 1554-5210
International Journal of Progressive Education
International Association of Educators

Original article | International Journal of Progressive Education 2022, Vol. 18(4) 255-266

Investigating the Effect of Concept Teaching Strategy on Academic Success

Eda Bütün Kar

pp. 255 - 266   |  DOI: https://doi.org/10.29329/ijpe.2022.459.18   |  Manu. Number: MANU-2103-13-0006.R2

Published online: August 01, 2022  |   Number of Views: 102  |  Number of Download: 359

Save PDF

Abstract

This study examined the effect of concept teaching on students’ learning level of concepts through concept teaching strategy; hence, a quasi-experimental design with pretest–posttest measurements and experimental and control groups was employed. An achievement test was created by the researcher to determine the experimental and control groups; this test was administered to 129 students studying in Grade 3, and the KR20 reliability coefficient was found to be .846. The pretest data were analyzed by independent groups’ t-test. As a result of the analysis, two groups that were identical to each other were randomly assigned as experimental and control groups. While the concepts such as governor, district governor, mayor, and headman, which are the concepts determined from the life science curriculum, were taught to the experimental group with the help of concept teaching strategy, a program-based teaching was conducted for the control group. After 5 weeks of application, a posttest was administered to the experimental and control groups. As a result of the dependent group t-test, a significant increase in the posttest scores of the experimental and control groups was observed. As a result of the independent groups’ t-test, a significant difference was noticed in favor of the posttest scores of the experimental group.

Keywords: Concept Teaching Strategy, Concept Development, Life Science, Primary Education, Early Childhood

How to Cite this Article?

APA 6th edition
Kar, E.B. (2022). Investigating the Effect of Concept Teaching Strategy on Academic Success . International Journal of Progressive Education, 18(4), 255-266. doi: 10.29329/ijpe.2022.459.18

Harvard
Kar, E. (2022). Investigating the Effect of Concept Teaching Strategy on Academic Success . International Journal of Progressive Education, 18(4), pp. 255-266.

Chicago 16th edition
Kar, Eda Butun (2022). "Investigating the Effect of Concept Teaching Strategy on Academic Success ". International Journal of Progressive Education 18 (4):255-266. doi:10.29329/ijpe.2022.459.18.
References
  1. Anwar, C., vd. (2019). Effect size test of learning model arias and pbl: Concept mastery of temperature and heat on senior high school students. EURASIA Journal of Mathematics, Science and Technology Education, 15(3), 1-9. [Google Scholar]
  2. Ausubel, D.P. (1968). Educational psychology: A cognitive view. Holt, Rinehart & Winston. [Google Scholar]
  3. Björklund, C., Pramling, N. (2013). Pattern discernment and pseudo-conceptual development in early childhood mathematics education. International Journal of Early Years Education, 22(1), 89-104.  [Google Scholar]
  4. Birbili, M. (2007). Making the case for a conceptually based curriculum in early childhood education. Early Childhood Education, 35, 141-147. [Google Scholar]
  5. Bracken, B. A., Crawford, E. (2010). Basic concepts in early childhood educational standarts: A 50-State review. Early Childhood Educational Journal, 37, 421-430. [Google Scholar]
  6. Büyüköztürk, Ş. (2011). Sosyal bilimler için veri analizi el kitabı. Pegem Akademi. [Google Scholar]
  7. Chen, C., Chou, Y., Huang, C. (2016). An augmented- reality-based concept map to support mobile learning for science. The Asia – Pasific Education Researcher, 25, 567-578. [Google Scholar]
  8. Christensen, L. B., Johnson, R. B., Turner, L. A. (2015). Research methods, design, and analysis. Pearson Education. [Google Scholar]
  9. Çolak, R. (2010). Kavram haritalarının sosyal bilgiler eğitimi çerçevesinde tarihsel kavramların öğretiminde kullanılması: Kavram haritası ile yapılan öğretim ile tutum, başarı ve kalıcılık arasındaki ilişkinin incelenmesi. Yayımlanmamış yüksek lisans tezi. Marmara Üniversitesi Eğitim Bilimleri Enstitüsü, İstanbul. [Google Scholar]
  10. Dagiene, V., Stupriene, G. (2016). Bebras--A Sustainable community building model for the concept based learning of ınformatics and computational thinking. Informatics in Education, 15(1), 25-44. [Google Scholar]
  11. Dündar, H. (2007). Kavram analizi stratejisinin öğrencilerin kavram analizi stratejisinin öğrencilerin kavram öğrenme başarısı ve hayat bilgisi dersine ilişkin tutumlarına etkisi. Yayımlanmamış doktora tezi. Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.  [Google Scholar]
  12. Eggen, P., Kauchak, D. (1999). Educational psychology: Windows on classrooms. Prentice Hall Inc.  [Google Scholar]
  13. Ekiz, D. (2015). Bilimsel araştırma yöntemleri. Anı Yayıncılık. [Google Scholar]
  14. Erden, M., Akman, Y. (1997). Gelişim ve öğrenme. Arkadaş Yayınevi. [Google Scholar]
  15. Gerring, J. (1999). What makes concept good? A criterial framework for understanding concept formation in the social sciences. Polity, 31(3), 357-393. [Google Scholar]
  16. Gunawan, vd. (2019). Guided inquiry model through virtual laboratory to enhance students' science process skills on heat concept. Cakrawala Pendidikan, 39(2), 259-268. [Google Scholar]
  17. Gürdal, A., Şahin, F., Çağlar, A. (2001). Fen eğitimi, ilkeler, stratejiler ve yöntemler. Marmara Üniversitesi Yayınları, No: 668. [Google Scholar]
  18. Jacobi-Vessels, J. L. Brown, E. T., Molfese, V. J., Do, A. (2016). Teaching preschoolers to count: Effective strategies for achieving early mathematics milestones. Early Childhood Education Journal, 44(1)-9. [Google Scholar]
  19. MEB (2018). Hayat bilgisi öğretim programı. Ankara: MEB Yayınları. [Google Scholar]
  20. MEB (2018). Hayat bilgisi ders kitabı. Ankara: MEB Yayınları. [Google Scholar]
  21. Kaddoure, M., Van-Dyke, O., Yang, Q. (2016). Impact of a concept map teaching approach on nursing students’ critical thinking skills. Nursing & Health Sciences, 18(3), 350-354. [Google Scholar]
  22. Klausmeier, H. J., Harris, C. W. (1966). Analyses of concept learning. Academic press. [Google Scholar]
  23. Klenner-Moore, J. (2004). The effects of three different initiation instruction statements for inquiry in an online threaded discussion on problem solving and participation rate. Unpublished doctoral dissertation. The Pennsylvania State University College of Education.  [Google Scholar]
  24. Kurniawan, M. R., Mahuri, M. (2021). Analyzing the influence of concept understanding and self efficacy on student’s algebraic thinking ability in flipped classroom learning model. Unnes Journal of Mathematics Education, 10(3), 231-243. [Google Scholar]
  25. Markle, S.M. (1975). They teach concepts don't they? Educational Researcher, 4(6), 3-9. [Google Scholar]
  26. Martorella, P. H. (1974). Concept learning: Designs for instruction by Peter H. Martorella. Young Children, 29(4), 249-251. [Google Scholar]
  27. Merrill, M. D., Tennyson, R. D., Posey, L. O. (1992). Teaching concepts an instructional design guide. Educational Technology Publications. [Google Scholar]
  28. Nisbett, R.E., Fong, G.T., Lehman, D.R. & Cheng, P.W. (1987). Teaching reasoning. Science, 238, 625-63. [Google Scholar]
  29. Novak, J. D. (1971). Concept learning in science. Theory into Practice, 10(2), 129-133. [Google Scholar]
  30. Nukman, M., Roesminingsih, M. V., Subroto, W. T. (2018). The effect of problem based learning model with concept map on problem solving in social science learning of the fourth grade students sd negeri 189 Pekanbaru. International Conference on Child-Friendly Education, [Google Scholar]
  31. Universitas Muhammadiyah Surakarta, April 21st-22nd. [Google Scholar]
  32. Ogannaya, U. P. et. al. (2016). Effects of concept mapping instruction approach on students’  [Google Scholar]
  33. achievement in basic science. Journal of Education and Practice, 7(8), 79-84. [Google Scholar]
  34. Piaget, J. (2004). Çocukta zihinsel gelişim. Cem Yayınevi. [Google Scholar]
  35. Piaget, J. (2019). Çocuğun gözüyle dünya. Dost Yayınevi. [Google Scholar]
  36. Prater, M. A. (1993). Teaching concepts: Procedures for the design and delivery of instruction. Remedial & Special Education, 14(5), 51-62.  [Google Scholar]
  37. Ribovich, J. K. (1979). A methodology for teaching concepts. The reading teacher, 33(3), 285-289. [Google Scholar]
  38. Sakiyo, J, Waziri, K. (2015). Concept mapping strategy: An effective tool for improving students’ academic achievement in biology.  Journal of Education in Science, Environment and Health, 1(1), 56-62. [Google Scholar]
  39. Saputro, B., et. al. (2019). Developing stages for the scientific cues concept in the integrated science-tafseer learning model. Jurnal Pendidikan IPA Indonesia, 8(1), 63-74. [Google Scholar]
  40. Senemoğlu, N. (2003). Gelişim öğrenme ve öğretim kuramdan uygulamaya. Gazi Kitabevi. [Google Scholar]
  41. Setyowati, D., Raharjo, S., Raharjo, T. J. (2020). The effectiveness of concept mapping on social skills of students in social learning of elementary school. Journal of Primary Education, 9(1), 16-24. [Google Scholar]
  42. Sukardjo, M., Mohamad, S. (2020). Effect of concept attainment models and self-directed learning (sdl) on mathematics learning outcomes. International Journal of Instruction, 13(3), 275-292. [Google Scholar]
  43. Taba, H., Elzey, F. F. (1964). Teaching strategies and thought processes. Teachers College Record: The Voice of Scholarship in Education, 65(6), 1-13. [Google Scholar]
  44. Tekin, H. (2010). Eğitimde ölçme ve değerlendirme. Yargı Yayınevi [Google Scholar]
  45. Türk Dil Kurumu Sözlüğü (2019). https://sozluk.gov.tr/ [Google Scholar]
  46. Tural, A. (2011). Sosyal bilgilerde yapılandırmacı yaklaşımla kavram öğretimine yönelik model geliştirme. Yayımlanmamış doktora tezi. Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara. [Google Scholar]
  47. Ülgen, G. (2004). Kavram geliştirme kuramlar ve uygulamalar. Nobel Yayıncılık. [Google Scholar]
  48. Wicaksono, I., Supeno, B., Aris, S. (2020). Series learning model to consept mestery and scientific creativity. International Journal of Instruction, 13(3), 157-170. [Google Scholar]
  49. Vygotsy, L. S. (2021b). Düşünce ve dil. Roza Yayınevi. [Google Scholar]
  50. Vygotsy, L. S. (2021a). Düşünme ve konuşma. Doruk Yayınevi. [Google Scholar]
  51. Vygotsy, L. S. (2020). Zihinsel gelişim süreçleri. Roza Yayınevi. [Google Scholar]
Download
Metric
History
Related

Volume 18 Issue 4

August 2022

All Articles

International Journal of Progressive Education

International Association of Educators.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International Public License.
Privacy policy     |     Terms of Use     |     Use of Cookies
Creative Commons Lisansı
© 2012 - 2024 - THDSoft e-Journal Management System.