Utilization of Flow Maps in the Determination of Cognitive Structure of Secondary School Students Regarding the Concept of Recycling and Reuse
International Online Journal of Educational Sciences
The objective of this study is to analyze cognitive structures of students regarding the concepts of recycling and reuse by utilizing flow maps. In the study, survey research method was preferred. Research group consists of the students (n=30) receiving education at 8th grade in a junior high school in Mamak, Ankara. In the phase of data collection, four open-ended questions were asked to students regarding the subjects of recycling and reuse, and their answers were recorded by means of a tape
... by means of a tape recorder upon the consent of the students. In the second phase, the records were listened; flow maps were designed for each student, and those maps were analyzed. The analyses of flow maps were examined in terms of the parameters of extent, richness, misconceptions, and integratedness, and related scores were given to each student. The results of this study demonstrated cognitive structures and misconceptions of students regarding recycling and reuse. Flow map technique can be preferred as an alternative for classical methods used in the determination of cognitive structures. Extended Summary Purpose Various methods and techniques are used for the determination of cognitive structures of students. Flow maps are one of these methods. The objective of this study is to analyze cognitive structures possessed by students on the concepts of recycling and reuse by utilizing flow maps. Method and findings In the study, survey research method was preferred. Research group consists of the students (n=30) receiving education at 8 th grade in a junior high school in Mamak, Ankara. The data collection tool prepared by the researchers includes four open-ended questions. These questions were asked to students, and the answers were recorded by means of tape recorder. A flow map was designed for each student after listening the answers. While analyzing the flow maps, the parameters of extent, richness, misconceptions and integratedness were calculated. Scores were given for each parameter, and they were interpreted according to the results obtained. Subsequent to the obtainment and analysis of data, cognitive structures of students were presented by means of flow maps. Flow maps were analyzed according to four parameters and calculation was made for each student. Extent value was calculated as 4.03 in accordance with the data obtained. According to this data, it can be said that the students expressed their opinion in the average number of 4.03 for four questions. It was determined that the students had misconception on the subject with the average of 1.15.