Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2021, Cilt: 2 Sayı: 1, 14 - 20, 30.04.2021
https://doi.org/10.51753/flsrt.824378

Öz

Kaynakça

  • Afrizon, R., Sari, S. Y., Hidayati, H., & Anshari, R. (2019). Dissemination of statistical physics learning materials based on KKNI with the constructivist approach. Journal of Physics: Conference Series, 1317(1), 012166.
  • Akbas, E. E., & Kilic, E. (2019). Evaluation of the use of concept cartoon activities in teaching the translation concept from students’ perspectives. Journal of Education and Training Studies, 8(1), 1-13.
  • Akengin, H., & Ibrahimoglu, Z. (2010). Sosyal bilgiler dersinde karikatür kullanımının öğrencilerin akademik başarısına ve derse ilişkin görüşlerine etkisi. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 29(2), 1-19.
  • Al-Rabaani, A. H., & Al-AAmri, I. H. (2017). The effect of using cartoons on developing Omani grade 4 students’ awareness of water issues and their attitudes towards using them in teaching social studies. Journal of Social Studies Education Research, 8(1), 35-46.
  • Anderson, K. M., & Mack, R. (2019). Digital storytelling: A narrative method for positive identity development in minority youth. Social Work with Groups, 42(1), 43-55.
  • Balim, A. G., Inel, D., & Evrekli, E. (2008). Fen öğretiminde kavram karikatürü kullanımının öğrencilerin akademik başarılarına ve sorgulayıcı öğrenme becerileri algılarına etkisi. İlkogretim Online, 7(1), 188-202.
  • Balim, A. G., Inel-Ekici, D., & Ozcan, E. (2016). Concept cartoons supported problem based learning method in middle school science classrooms. Journal of Education and Learning, 5(2), 272-284.
  • Ball, J. (2020). An arts-based, peer-mediated Story Board Narrative Method in research on identity, belonging and future aspirations of forced migrant youth. Migration, Mobility & Displacement, 5(1), 83-93.
  • Birisci, S., Metin, M., & Karakas, M. (2010). Pre-service elementary teachers’ views on concept cartoons: a sample from Turkey. Middle-East Journal of Scientific Research, 5(2), 91-97.
  • Buckley, J. B., & Michel, J. O. (2020). An examination of higher education institutional level learning outcomes. Innovative Higher Education, 1-17.
  • Cakmak, O., & Havedanli, M. (2004). Biyoloji eğitiminde kavram haritalarının önemi ve diğer yöntemlerden farkı. XIII. Ulusal Eğitim Bilimleri Kurultayı, 6-9 Temmuz 2004, İnönü Üniversitesi, Eğitim Fakültesi, Malatya.
  • Calalb, M. (2017). The synergy between digital tools and modern constructivist pedagogies. Fostering Knowledge Triange in Moldova: 2017 Conference Proceedings, Academy of Economic Studies of Moldova, Centre for Studies in European Integration, 16-23.
  • Cinici, A., Ozden, M., Akgun, A., Herdem, K., Deniz, Ş. M., & Karabiber, H. L. (2014). Kavram karikatürleriyle desteklenmiş argümantasyon temelli uygulamalarin etkinliğinin incelenmesi. Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, (18), 571-596.
  • da Costa, F. R., & Pelissari, A. S. (2016). Factors affecting corporate image from the perspective of distance learning students in public higher education institutions. Tertiary Education and Management, 22(4), 287-299.
  • Dayan, G. (2021). İlkokul 3. sınıf öğrencilerinin kavram karikatürlerine ilişkin metaforik algıları. Uluslararası Eğitim Araştırmacıları Dergisi, 3(2), 330-345.
  • Demiralp, N. (2007). Coğrafya eğitiminde materyaller ve 2005 coğrafya dersi öğretim programı. Kastamonu Eğitim Dergisi, 15(1), 373-384.
  • Erdem, A., & Koc, E. S. (2019). Active learning methods and techniques preferred by teacher candidates. Journal of Education and Future, (16), 29-38.
  • Erdogan, A., & Ozsevgec, L. C. (2012). Kavram karikatürlerinin öğrenci-lerin kavram yanılgılarının giderilmesi üzerindeki etkisi: Sera etkisi ve küresel ısınma örneği. Turkish Journal of Education, 1(2), 38-50.
  • Evrekli, E., & Balim, A. G. (2010). Fen ve teknoloji öğretiminde zihin haritası ve kavram karikatürü kullanımının öğrencilerin akademik başarılarına ve sorgulayıcı öğrenme becerileri algılarına etkisi. Batı Anadolu Eğitim Bilimleri Dergisi, 1(2), 76-98.
  • Fryer, L. K., Ainley, M., Thompson, A., Gibson, A., & Sherlock, Z. (2017). Stimulating and sustaining interest in a language course: An experimental comparison of chatbot and human task partners. Computers in Human Behavior, 75, 461-468.
  • Gul, S., & Yesilyurt, S. (2011). Yapılandırmacı öğrenme yaklaşımına dayalı bilgisayar destekli öğretimin öğrencilerin tutumları ve başarıları üzerine etkisi. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 5(1), 94-115.
  • Gunawardhana, L. P. D., & Palaniappan, S. (2016). Possibility of using multimedia application for learning. GSTF Journal on Computing (JoC), 5(1), 77.
  • Hourani, L., Lambert, S., Peeler, R., Lane, B., & Borst, C. (2017). Graphic novels: A new stress mitigation tool for military training: Developing content for hard-to-reach audiences. Health Communication, 32(5), 541-549.
  • Inel, D., Balim, A. G., & Evrekli, E. (2009). Fen öğretiminde kavram karikatürü kullanimina ilişin öğrenci görüşleri. Necatibey Faculty of Education Electronic Journal of Science & Mathematics Education, 3(1), 1-16.
  • Kaplan, A., Altayli, D., & Ozturk, M. (2014). Kareköklü sayılarda karşılaşılan kavram yanılgılarının kavram karikatürü kullanılarak giderilmesi. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 27(1), 85-102.
  • Kete, R., Avcu, T., & Aydin, A. (2009). Öğretmen adaylarının çalışma yapraklarında karikatür kullanımına ait tutumları. Kastamonu Eğitim Dergisi, 17(2), 531-540.
  • Klein, C., Lester, J., Rangwala, H., & Johri, A. (2019). Learning analytics tools in higher education: Adoption at the intersection of institutional commitment and individual action. The Review of Higher Education, 42(2), 565-593.
  • Kwahk, K. Y., & Park, D. H. (2018). Leveraging your knowledge to my performance: The impact of transactive memory capability on job performance in a social media environment. Computers in Human Behavior, 80, 314-330.
  • Langley, J., Wolstenholme, D., & Cooke, J. (2018). ‘Collective making’ as knowledge mobilisation: the contribution of participatory design in the co-creation of knowledge in healthcare. BMC Health Services Research, 18(1), 585-594.
  • Liang, D., Yuexin, Q., & Shuo, Z. (2019). Research on multimedia teaching of physical education class based on online physical education curriculum construction. 2019 5th International Workshop on Education, Development and Social Sciences, 1-5.
  • Marques, S. C., Ferreira, F. A., Meidutė-Kavaliauskienė, I., & Banaitis, A. (2018). Classifying urban residential areas based on their exposure to crime: A constructivist approach. Sustainable Cities and Society, 39, 418-429.
  • Naude, M., & Meier, C. (2019). Elements of the physical learning environment that impact on the teaching and learning in South African Grade 1 classrooms. South African Journal of Education, 39(1), 1-11.
  • Neeley, T. B., & Leonardi, P. M. (2018). Enacting knowledge strategy through social media: P assable trust and the paradox of nonwork interactions. Strategic Management Journal, 39(3), 922-946.
  • Opare, S. A., Manu, F. O., Ackah, J. K., & Akrosumah, S. M. (2018). An investigation into teaching and learning materials (TLMs) science tutors use to assess physics lessons in the colleges of education in Ghana. American Journal of Modern Physics and Application, 5(4), 91-96.
  • Ozalp, I. (2006). Karikatür tekniğinin fen ve çevre eğitiminde kullanılabilirliği üzerine bir araştırma, Yüksek Lisans Tezi, (pp. 1-144) Celal Bayar Üniversitesi, Fen Bilimleri Enstitüsü, Türkiye.
  • Ozsahin, E. (2009). Karikatürlerle coğrafya öğretimi. Marmara Coğrafya Dergisi, (20), 101-122.
  • Ozyigit, I. I. (2020). About life sciences and related technologies. Frontiers in Life Sciences and Related Technologies, 1(1), 1-11.
  • Sáez-López, J. M., Sevillano-García, M. L., & Vazquez-Cano, E. (2019). The effect of programming on primary school students’ mathematical and scientific understanding: educational use of mBot. Educational Technology Research and Development, 67(6), 1405-1425.
  • Sengul, S., & Uner, I. (2010). What is the impact of the teaching “Algebraic Expressions and Equations” topic with concept cartoons on the students’ logical thinking abilities?. Procedia-Social and Behavioral Sciences, 2(2), 5441-5445.
  • Silva, L. D. M., & Francis, J. W. (2020). “It is like a little journey”: Deaf international futsal players’ and coaches’ experiences in collaborative blended learning. International Sport Coaching Journal, 1(aop), 1-14.
  • Tasdemir, A., & Tay, B. (2007). Fen bilgisi öğretiminde öğrencilerin öğrenme stratejilerini kullanmalarının akademik başarıya etkileri. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 20(1), 173-187.
  • Tyler-Wood, T., Johnson, K., & Cockerham, D. (2018). Factors Influencing Student STEM Career Choices: Gender Differences. Journal of Research in STEM Education, 4(2), 179-192.
  • Uslu, B., & Celikoz, M. (2020). The study of preschool teachers’ and principals’ opinions on Turkish Education System. International Journal of Modern Education Studies, 4(1), 1-23.
  • Wiewiora, A., Chang, A., & Smidt, M. (2020). Individual, project and organizational learning flows within a global project-based organization: exploring what, how and who. International Journal of Project Management, 38(4), 201-214.
  • Wijaya, B., & Bunau, E. (2017). Improving students’ reading comprehension through pre-reading strategies at tenth grade students. Jurnal Pendidikan dan Pembelajaran Khatulistiwa, 6(4), 1-13.
  • Woldeamanuel, Y. W., Abate, N. T., & Berhane, D. E. (2020). Effectiveness of concept mapping based teaching methods on grade eight students’ conceptual understanding of photosynthesis at Ewket Fana primary school, Bahir Dar, Ethiopia. EURASIA Journal of Mathematics, Science and Technology Education, 16(12), em1918.
  • Yagci, E., & Guneyli, A. (2018). An analysis of the professional competencies of Turkish language and literature teachers on the basis of the ability of using and managing technology. EURASIA Journal of Mathematics, Science and Technology Education, 14(7), 3389-3404.
  • Yesilyurt, S. (2005). Biyoloji Eğitimi öğrencilerinin biyoloji laboratuar uygulamalarında karşılaştıkları güçlüklerin belirlenmesi üzerine bir araştırma. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 2(30), 88-96.
  • Yin, K. Y., Bing, K. W., & Zakariya, Z. (2016). Peer learning with concept cartoons mediated computer in secondary school econo-mics. International Journal of Business and Social Science, 7(12), 93-103.

The effect of biology teaching with concept cartoons based on constructivist learning approach on student achievement and permanence of knowledge

Yıl 2021, Cilt: 2 Sayı: 1, 14 - 20, 30.04.2021
https://doi.org/10.51753/flsrt.824378

Öz

The aim of this study is to investigate the effect of concept cartoons and biology teaching based on a constructivist learning approach on student achievement and permanence of knowledge. The study group consists of 49 students studying in two of the 10th digital classes of Kazım Karabekir Technical and Industrial Vocational High School in the Yunus Emre district of Erzurum. At the stage of data collection, biology achievement tests including three-stage pre-test, post-test and permanence test consisting of 25 questions related to the subject of “Ecosystem Ecology”, which is the third unit of the biology course, were prepared and used from the preparation books of the Student Selection Examination (ÖSS). In the study in which the pretest, posttest control group quasi-experimental design was used, the subjects were applied to the control group with the traditional straight expression method, and the teaching method was applied to the experimental group with the researched concept cartoons. The cartoons were given to the experimental group as a material, and the lesson was presented as slides, supported by cartoons, and actively processed in the form of questions and answers. As a result of the evaluation of the data, there was a statistically significant difference in favor of the experimental group (p <0.05) according to the posttest scores obtained from the achievement test in the experimental group, where the teaching was performed with concept cartoons, and there was a significant difference between the groups in terms of retention test scores made after 4 weeks (p <0.05) was observed. At the end of the study, it was understood that teaching with concept cartoons had a positive effect on providing students to learn biology knowledge compared to the traditional method.

Kaynakça

  • Afrizon, R., Sari, S. Y., Hidayati, H., & Anshari, R. (2019). Dissemination of statistical physics learning materials based on KKNI with the constructivist approach. Journal of Physics: Conference Series, 1317(1), 012166.
  • Akbas, E. E., & Kilic, E. (2019). Evaluation of the use of concept cartoon activities in teaching the translation concept from students’ perspectives. Journal of Education and Training Studies, 8(1), 1-13.
  • Akengin, H., & Ibrahimoglu, Z. (2010). Sosyal bilgiler dersinde karikatür kullanımının öğrencilerin akademik başarısına ve derse ilişkin görüşlerine etkisi. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 29(2), 1-19.
  • Al-Rabaani, A. H., & Al-AAmri, I. H. (2017). The effect of using cartoons on developing Omani grade 4 students’ awareness of water issues and their attitudes towards using them in teaching social studies. Journal of Social Studies Education Research, 8(1), 35-46.
  • Anderson, K. M., & Mack, R. (2019). Digital storytelling: A narrative method for positive identity development in minority youth. Social Work with Groups, 42(1), 43-55.
  • Balim, A. G., Inel, D., & Evrekli, E. (2008). Fen öğretiminde kavram karikatürü kullanımının öğrencilerin akademik başarılarına ve sorgulayıcı öğrenme becerileri algılarına etkisi. İlkogretim Online, 7(1), 188-202.
  • Balim, A. G., Inel-Ekici, D., & Ozcan, E. (2016). Concept cartoons supported problem based learning method in middle school science classrooms. Journal of Education and Learning, 5(2), 272-284.
  • Ball, J. (2020). An arts-based, peer-mediated Story Board Narrative Method in research on identity, belonging and future aspirations of forced migrant youth. Migration, Mobility & Displacement, 5(1), 83-93.
  • Birisci, S., Metin, M., & Karakas, M. (2010). Pre-service elementary teachers’ views on concept cartoons: a sample from Turkey. Middle-East Journal of Scientific Research, 5(2), 91-97.
  • Buckley, J. B., & Michel, J. O. (2020). An examination of higher education institutional level learning outcomes. Innovative Higher Education, 1-17.
  • Cakmak, O., & Havedanli, M. (2004). Biyoloji eğitiminde kavram haritalarının önemi ve diğer yöntemlerden farkı. XIII. Ulusal Eğitim Bilimleri Kurultayı, 6-9 Temmuz 2004, İnönü Üniversitesi, Eğitim Fakültesi, Malatya.
  • Calalb, M. (2017). The synergy between digital tools and modern constructivist pedagogies. Fostering Knowledge Triange in Moldova: 2017 Conference Proceedings, Academy of Economic Studies of Moldova, Centre for Studies in European Integration, 16-23.
  • Cinici, A., Ozden, M., Akgun, A., Herdem, K., Deniz, Ş. M., & Karabiber, H. L. (2014). Kavram karikatürleriyle desteklenmiş argümantasyon temelli uygulamalarin etkinliğinin incelenmesi. Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, (18), 571-596.
  • da Costa, F. R., & Pelissari, A. S. (2016). Factors affecting corporate image from the perspective of distance learning students in public higher education institutions. Tertiary Education and Management, 22(4), 287-299.
  • Dayan, G. (2021). İlkokul 3. sınıf öğrencilerinin kavram karikatürlerine ilişkin metaforik algıları. Uluslararası Eğitim Araştırmacıları Dergisi, 3(2), 330-345.
  • Demiralp, N. (2007). Coğrafya eğitiminde materyaller ve 2005 coğrafya dersi öğretim programı. Kastamonu Eğitim Dergisi, 15(1), 373-384.
  • Erdem, A., & Koc, E. S. (2019). Active learning methods and techniques preferred by teacher candidates. Journal of Education and Future, (16), 29-38.
  • Erdogan, A., & Ozsevgec, L. C. (2012). Kavram karikatürlerinin öğrenci-lerin kavram yanılgılarının giderilmesi üzerindeki etkisi: Sera etkisi ve küresel ısınma örneği. Turkish Journal of Education, 1(2), 38-50.
  • Evrekli, E., & Balim, A. G. (2010). Fen ve teknoloji öğretiminde zihin haritası ve kavram karikatürü kullanımının öğrencilerin akademik başarılarına ve sorgulayıcı öğrenme becerileri algılarına etkisi. Batı Anadolu Eğitim Bilimleri Dergisi, 1(2), 76-98.
  • Fryer, L. K., Ainley, M., Thompson, A., Gibson, A., & Sherlock, Z. (2017). Stimulating and sustaining interest in a language course: An experimental comparison of chatbot and human task partners. Computers in Human Behavior, 75, 461-468.
  • Gul, S., & Yesilyurt, S. (2011). Yapılandırmacı öğrenme yaklaşımına dayalı bilgisayar destekli öğretimin öğrencilerin tutumları ve başarıları üzerine etkisi. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 5(1), 94-115.
  • Gunawardhana, L. P. D., & Palaniappan, S. (2016). Possibility of using multimedia application for learning. GSTF Journal on Computing (JoC), 5(1), 77.
  • Hourani, L., Lambert, S., Peeler, R., Lane, B., & Borst, C. (2017). Graphic novels: A new stress mitigation tool for military training: Developing content for hard-to-reach audiences. Health Communication, 32(5), 541-549.
  • Inel, D., Balim, A. G., & Evrekli, E. (2009). Fen öğretiminde kavram karikatürü kullanimina ilişin öğrenci görüşleri. Necatibey Faculty of Education Electronic Journal of Science & Mathematics Education, 3(1), 1-16.
  • Kaplan, A., Altayli, D., & Ozturk, M. (2014). Kareköklü sayılarda karşılaşılan kavram yanılgılarının kavram karikatürü kullanılarak giderilmesi. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 27(1), 85-102.
  • Kete, R., Avcu, T., & Aydin, A. (2009). Öğretmen adaylarının çalışma yapraklarında karikatür kullanımına ait tutumları. Kastamonu Eğitim Dergisi, 17(2), 531-540.
  • Klein, C., Lester, J., Rangwala, H., & Johri, A. (2019). Learning analytics tools in higher education: Adoption at the intersection of institutional commitment and individual action. The Review of Higher Education, 42(2), 565-593.
  • Kwahk, K. Y., & Park, D. H. (2018). Leveraging your knowledge to my performance: The impact of transactive memory capability on job performance in a social media environment. Computers in Human Behavior, 80, 314-330.
  • Langley, J., Wolstenholme, D., & Cooke, J. (2018). ‘Collective making’ as knowledge mobilisation: the contribution of participatory design in the co-creation of knowledge in healthcare. BMC Health Services Research, 18(1), 585-594.
  • Liang, D., Yuexin, Q., & Shuo, Z. (2019). Research on multimedia teaching of physical education class based on online physical education curriculum construction. 2019 5th International Workshop on Education, Development and Social Sciences, 1-5.
  • Marques, S. C., Ferreira, F. A., Meidutė-Kavaliauskienė, I., & Banaitis, A. (2018). Classifying urban residential areas based on their exposure to crime: A constructivist approach. Sustainable Cities and Society, 39, 418-429.
  • Naude, M., & Meier, C. (2019). Elements of the physical learning environment that impact on the teaching and learning in South African Grade 1 classrooms. South African Journal of Education, 39(1), 1-11.
  • Neeley, T. B., & Leonardi, P. M. (2018). Enacting knowledge strategy through social media: P assable trust and the paradox of nonwork interactions. Strategic Management Journal, 39(3), 922-946.
  • Opare, S. A., Manu, F. O., Ackah, J. K., & Akrosumah, S. M. (2018). An investigation into teaching and learning materials (TLMs) science tutors use to assess physics lessons in the colleges of education in Ghana. American Journal of Modern Physics and Application, 5(4), 91-96.
  • Ozalp, I. (2006). Karikatür tekniğinin fen ve çevre eğitiminde kullanılabilirliği üzerine bir araştırma, Yüksek Lisans Tezi, (pp. 1-144) Celal Bayar Üniversitesi, Fen Bilimleri Enstitüsü, Türkiye.
  • Ozsahin, E. (2009). Karikatürlerle coğrafya öğretimi. Marmara Coğrafya Dergisi, (20), 101-122.
  • Ozyigit, I. I. (2020). About life sciences and related technologies. Frontiers in Life Sciences and Related Technologies, 1(1), 1-11.
  • Sáez-López, J. M., Sevillano-García, M. L., & Vazquez-Cano, E. (2019). The effect of programming on primary school students’ mathematical and scientific understanding: educational use of mBot. Educational Technology Research and Development, 67(6), 1405-1425.
  • Sengul, S., & Uner, I. (2010). What is the impact of the teaching “Algebraic Expressions and Equations” topic with concept cartoons on the students’ logical thinking abilities?. Procedia-Social and Behavioral Sciences, 2(2), 5441-5445.
  • Silva, L. D. M., & Francis, J. W. (2020). “It is like a little journey”: Deaf international futsal players’ and coaches’ experiences in collaborative blended learning. International Sport Coaching Journal, 1(aop), 1-14.
  • Tasdemir, A., & Tay, B. (2007). Fen bilgisi öğretiminde öğrencilerin öğrenme stratejilerini kullanmalarının akademik başarıya etkileri. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 20(1), 173-187.
  • Tyler-Wood, T., Johnson, K., & Cockerham, D. (2018). Factors Influencing Student STEM Career Choices: Gender Differences. Journal of Research in STEM Education, 4(2), 179-192.
  • Uslu, B., & Celikoz, M. (2020). The study of preschool teachers’ and principals’ opinions on Turkish Education System. International Journal of Modern Education Studies, 4(1), 1-23.
  • Wiewiora, A., Chang, A., & Smidt, M. (2020). Individual, project and organizational learning flows within a global project-based organization: exploring what, how and who. International Journal of Project Management, 38(4), 201-214.
  • Wijaya, B., & Bunau, E. (2017). Improving students’ reading comprehension through pre-reading strategies at tenth grade students. Jurnal Pendidikan dan Pembelajaran Khatulistiwa, 6(4), 1-13.
  • Woldeamanuel, Y. W., Abate, N. T., & Berhane, D. E. (2020). Effectiveness of concept mapping based teaching methods on grade eight students’ conceptual understanding of photosynthesis at Ewket Fana primary school, Bahir Dar, Ethiopia. EURASIA Journal of Mathematics, Science and Technology Education, 16(12), em1918.
  • Yagci, E., & Guneyli, A. (2018). An analysis of the professional competencies of Turkish language and literature teachers on the basis of the ability of using and managing technology. EURASIA Journal of Mathematics, Science and Technology Education, 14(7), 3389-3404.
  • Yesilyurt, S. (2005). Biyoloji Eğitimi öğrencilerinin biyoloji laboratuar uygulamalarında karşılaştıkları güçlüklerin belirlenmesi üzerine bir araştırma. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 2(30), 88-96.
  • Yin, K. Y., Bing, K. W., & Zakariya, Z. (2016). Peer learning with concept cartoons mediated computer in secondary school econo-mics. International Journal of Business and Social Science, 7(12), 93-103.
Toplam 49 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Araştırma Makaleleri
Yazarlar

Ali Aslan 0000-0002-5122-6646

Tubanur Aslan Engin 0000-0003-2885-8829

Gülbübü Kurmanbekova 0000-0002-4340-0886

Fethi Kayalar 0000-0001-6142-4243

Filiz Kayalar 0000-0001-7739-5256

Yalçın Karagöz 0000-0002-4835-4508

Adem Engin 0000-0002-1148-1597

Yayımlanma Tarihi 30 Nisan 2021
Gönderilme Tarihi 11 Kasım 2020
Yayımlandığı Sayı Yıl 2021 Cilt: 2 Sayı: 1

Kaynak Göster

APA Aslan, A., Aslan Engin, T., Kurmanbekova, G., Kayalar, F., vd. (2021). The effect of biology teaching with concept cartoons based on constructivist learning approach on student achievement and permanence of knowledge. Frontiers in Life Sciences and Related Technologies, 2(1), 14-20. https://doi.org/10.51753/flsrt.824378

Creative Commons License

Frontiers in Life Sciences and Related Technologies is licensed under a Creative Commons Attribution 4.0 International License.