COMPUTER ASSISTED CONCEPT MAPS INSTRUCTION: EFFECTS ON OVERCOMING 6TH GRADE STUDENTS MISCONCEPTIONS OF LEARNING THE CIRCULATORY SYSTEM

The aim of this study was to compare the effectiveness of 'Computer Assisted Concept Map' (CACM)-oriented instruction with 'Classic Concept Map' (CCM)-oriented instruction on overcoming 6th grade students misconceptions of the circulatory system and also to compare their attitudes towards concept mapping. A quasi-experimental model was used with the students assigned randomly to the experimental group I, EGI (N=28) and experimental group II, EGII (N=28). This study was carried out during 2012-2013 with 566th grade students from a primary school in Civril-Denizli-Turkey. The Circulatory System Concept Test (CSCT) and the Attitude Scale towards Concept Map (ASTCM) were administered to the students. The CSCT was administered before, soon after and 4 months after instruction (to experiment groups). The ASTCM was administered before and soon after instruction. Several misconceptions about the circulatory system were identified by the researcher. This study suggests that instruction using the CACM is more efficient than the CCM in facilitating understanding and overcoming misconceptions about the circulatory system. It was also found that there was a clear difference in the attitudes towards concept mapping between groups I and II before and after instruction.