The effects of cooperative learning and concept mapping on learning strategy use

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dc.contributor.authorGuvenc, Hulya
dc.contributor.authorAcikgoz, Kamile Un
dc.date.accessioned2025-01-27T21:00:20Z
dc.date.available2025-01-27T21:00:20Z
dc.date.issued2007
dc.departmentÇanakkale Onsekiz Mart Üniversitesi
dc.description.abstractThe purpose of this research is to study the effects of cooperative, individual concept mapping, and traditional teaching methods on learning strategy use. One of the experimental groups was taught by cooperative concept mapping, and the other by individual concept mapping. Traditional method was implemented in the control group. Fifth graders (52: females, 70 males) enrolled in an elementary school in Aegean district, Turkey participated, in this research. Sound and Light unit was covered during a 35-hour treatment. Experimental groups were provided with training about concept mapping strategy and cooperation skills. Data were collected by the Learning Strategy Inventory and in-depth interview protocols with the participants. The findings showed that cooperative and individual concept mapping conditions promoted the use of effective learning strategies mote than traditional teaching.
dc.identifier.endpage127
dc.identifier.issn1303-0485
dc.identifier.issue1
dc.identifier.startpage95
dc.identifier.urihttps://hdl.handle.net/20.500.12428/27000
dc.identifier.volume7
dc.identifier.wosWOS:000257109400004
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Science
dc.language.isotr
dc.publisherEdam
dc.relation.ispartofKuram Ve Uygulamada Egitim Bilimleri
dc.relation.publicationcategoryinfo:eu-repo/semantics/openAccess
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_WoS_20250125
dc.subjectcooperative learning
dc.subjectconcept mapping
dc.subjectlearning strategy
dc.titleThe effects of cooperative learning and concept mapping on learning strategy use
dc.typeArticle

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