scholarly journals An Investigation of Prospective Social Studies Teachers’ Cognitive Structures Regarding Creative Drama

2019 ◽  
Vol 12 (5) ◽  
pp. 56
Author(s):  
Ebru Ay ◽  
Halil Tokcan
Keyword(s):  
Social Studies ◽  
Undergraduate Students ◽  
Prospective Teachers ◽  
Conceptual Development ◽  
Word Association ◽  
Association Test ◽  
Social Studies Teachers ◽  
Cognitive Structures ◽  
Creative Drama ◽  
Word Association Test

The aim of this research is to reveal the prospective social studies teachers’ cognitive structures regarding creative drama through the Word Association Test (WAT). The study group of the research consists of 85 prospective social studies teachers, as the final year undergraduate students attending the course of drama at Faculty of Education in Nigde Ömer Halisdemir University, in the spring term of the academic year 2015-2016. In the research, as data collection tool, Word Association Test was used. To the prospective teachers, WAT was implemented as pretest before the course of drama and as posttest after a 14-week-drama course. According to the findings obtained, the word which the prospective social studies teachers associated with the key concept creative drama at most was play in the pretest; however, it was improvisation in the posttest. Moreover, it is seen that the prospective teachers have associated the key concept creative drama with more words in the posttest, when compared to the case in the pretest, and some certain concepts incorrect in the pretest have been eliminated in the posttest. This situation shows that the prospective teachers have had a conceptual development regarding creative drama at the end of drama course; additionally, new and correct concepts have been acquired instead of the incorrect ones. Also, it can be stated that word association test is an effective technique in detecting misconceptions and prospective teachers’ conceptual development.

MULTIPLE REPRESENTATIONS IN DEVELOPMENT OF STUDENTS’ COGNITIVE STRUCTURES ABOUT THE SAPONIFICATION REACTION

2019 ◽  
Author(s):  
Mónica Baptista ◽  
◽  
Iva Martins ◽  
Teresa Conceição ◽  
◽  
...  
Keyword(s):  
Data Collection ◽  
Word Association ◽  
Multiple Representations ◽  
Association Test ◽  
Cognitive Structures ◽  
Word Association Test ◽  
Data Collection Instrument ◽  
Development Of Students

The purpose of this research was to know what the effect of the use of multiple representations (MR) was in the development of the students' cognitive structures. This research was conducted in three Grade 12 classes, in a total of 68 students. A Word Association Test (WAT) was used as data collection instrument. The results from WAT show that students’ cognitive structures progressed from pre-test to pos-test, with an increase in the number of response words and connections between words. Keywords: multiple representations, cognitive structures, word association test, saponification reaction.

scholarly journals DETERMINING PROSPECTIVE BIOLOGY TEACHERS’ COGNITIVE STRUCTURE IN TERMS OF “BIOTECHNOLOGY”

2016 ◽  
Vol 15 (4) ◽  
pp. 494-505
Author(s):  
Dilek Sultan Acarli
Keyword(s):  
Content Analysis ◽  
Prospective Teachers ◽  
Word Association ◽  
Qualitative Content Analysis ◽  
Cognitive Structure ◽  
Association Test ◽  
Biology Teachers ◽  
Considerable Part ◽  
Word Association Test ◽  
Research Findings

Knowledge concerning continuously improving branches of science such as biotechnology in particular is difficult to be understood properly by students, or they learn it incorrectly. One of the most important reasons for this is that students cannot associate in their mind the relevant concepts. The aim of this research is to determine prospective biology teachers’ conceptual framework of biotechnology, and thus determining their cognitive structure. The data were collected from 34 prospective biology teachers. Considering the fact that these prospective biology teachers had taken biotechnology course previously, they were selected on the basis of volunteering. Word association test and draw-and-write technique were used in collecting the data. The data obtained were organised on the basis of qualitative content analysis. Then the data were grouped into 7 categories (methods/techniques, biotechnology applications, genetics, other branches of science, organisms, meaning attributed to biotechnology, laboratory) according to word association test, and into 4 categories (methods/techniques, biotechnology applications, genetics, organisms) according to draw-and-write technique. According to the research findings, almost half of the prospective teachers had correct and appropriate associations for biotechnology, whereas a considerable part of them did not have adequate conceptual associations. Also, it was found that prospective teachers had misconceptions about biotechnology. Key words: teaching of biotechnology, cognitive structure, draw-and-write technique, word association test.

scholarly journals Determining Levels of 8th Grade Students of Secondary School to Understand Cognitive Structures and Concepts Concerning Concepts of Fundamental Citizenship

2018 ◽  
Vol 6 (11) ◽  
pp. 156
Author(s):  
Gökçe Kılıçoğlu
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Conceptual Knowledge ◽  
Word Association ◽  
Scientific Information ◽  
Association Test ◽  
Cognitive Structures ◽  
Word Association Test ◽  
8Th Grade

Purpose of this study is to determine cognitive structures, conceptual knowledge and misconceptions of the 8th grade students concerning concepts of citizenship through a word association test. In direction of this purpose, a word association test consisting of democracy, sovereignty, independency, freedom, right and responsibility concepts have been applied to 175 8th grade students who studied at 3 secondary schools in Trabzon province during 2017-2018 school years. Conceptual networks have been formed in direction of responses of the students to these concepts, and cognitive structures of the students have been demonstrated. It has been concluded as a result of the study that students associate concept of democracy mostly with equality, right, justice concepts. They associate concept of sovereignty with freedom, nation, independence concepts and concept of independency with freedom, flag and liberty concepts. They also associate concept of freedom with independency, justice, liberty concepts and concept of right with freedom, nation and sovereignty concepts. They associate again concept of responsibility with task, duty and work concepts. It has been determined as a result of the study that a good part of the students can make sentences involving scientific information about freedom, independency and responsibility concepts and they have no misconceptions about these concepts. It has been determined that a limited number of students have misconceptions about the concept of right. As for one of the important results of the study, most of the students have misconceptions about the concept of sovereignty.

scholarly journals Investigation of Physics Teacher Candidates’ Cognitive Structures about “Electric Field”: A Free Word Association Test Study

2017 ◽  
Vol 5 (11) ◽  
pp. 146
Author(s):  
Ercan Türkkan
Keyword(s):  
Electric Field ◽  
Teacher Candidates ◽  
Word Association ◽  
Cognitive Structure ◽  
Association Test ◽  
Cognitive Structures ◽  
Physics Teacher ◽  
Word Association Test ◽  
Test Study ◽  
Free Word

The aim of this study is to investigate the cognitive structures of physics teacher candidates about “electric field”. Phenomenographic research method, one of the qualitative research patterns, was used in the study. The data of the study was collected from 91 physics teacher candidates who had taken General Physics II course at Education Faculty of a university in Anatolia. The stimulus word, “electric field” has been presented to teacher candidates through Free Word Association Test (FWAT). The totally 43 responses obtained from FWAT were presented as frequency tables. The responses were divided into 13 categories by the - content analysis. A concept network which reveals cognitive structure of physics teacher candidates about “electric field” was created considering frequencies and categories. According to results of the study, the highest frequency values related with "electric field" which stimulus of physics teacher candidates were power, charge, vector/vectoral quantity, current, magnet, etc. and the categories with the highest frequency of response words were figured out as electrical force, electric charge, magnetic field and magnitude of electric field, etc.

scholarly journals Using the Word Association Test to Examine Life Skills Cognitive Structures of Pre-Service Science Teachers

2020 ◽  
Vol 4 (1) ◽  
pp. 69-79
Author(s):  
Merve Bahar Alaca ◽  
Havva Yaman ◽  
Sibel Er Nas
Keyword(s):  
Science Teachers ◽  
Life Skills ◽  
Conceptual Knowledge ◽  
Elementary Science ◽  
Word Association ◽  
Association Test ◽  
Elementary Science Education ◽  
Service Science ◽  
Cognitive Structures ◽  
Word Association Test

Science teachers, while teaching their students the science concepts, should also be teaching life skills. To ensure that future science teachers are competent to teach these skills, it can help assess the cognitive structures they hold as pre-service teachers. The current study aimed to reveal the cognitive structures and conceptual knowledge status of pre-service science teachers related to life skills. The participants were 165 pre-service teachers studying at the Department of Elementary Science Education at a public university in Turkey. A word association test (WAT) using six keywords (Communication, teamwork, entrepreneurship, creativity, decision making, analytical thinking) about life skills was developed. The gathered data was analyzed with the interslice distance technique and a descriptive analy­sis method. The results suggest that pre-service science teachers do not have the cognitive structures to produce enough answer words about life skills. It is suggested that elective undergraduate courses that allow students to recognize and internalize these skills can be introduced or increased in pre-service teaching programs.

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