The effect of computer-aided concept maps used in teaching the subject of atomic structure and atom models on conceptual achievement, elimination of misconceptions and pre-service science teachers' views on application

This study aimed to examine the effect of teaching with computer-aided concept maps on pre-service science teachers' conceptual achievement. In the study, a one-group pretest-posttest model, one of the weak experimental designs, was used. The study was conducted with a total of 47 pre-service science teachers, 34 female, and 13 male, who were enrolled in the second year of the Science Teacher Education program of Alanya Alaaddin Keykubat University in the fall semester of the 2023-2024 academic year. In the study, quantitative data were collected through data collection tools named "Conceptual Achievement Test" and "Pre-service Science Teachers' Opinions on Computer-Assisted Concept Mapping," and pre-service science teachers' opinions on the application were collected through "Student Opinion Form on Computer-Aided Concept Mapping." The quantitative data used in the study were analyzed using a t-test for dependent and independent samples. Stuart-Maxwell analysis was conducted to compare the pre-test and post-test answers given by pre-service science teachers' to the conceptual achievement test in order to eliminate their misconceptions. Content analysis was used to analyze the data obtained from pre-service teachers' opinions about the application. In the study's quantitative findings, a significant difference was observed in conceptual achievement pre-test and post-test scores. In addition, a significant difference was observed in the pre-test and post-test scores of the two-stage conceptual achievement test on a question basis and in the total scale. There was a significant difference in favor of the post-test in the pre-test and post-test scores of the pre-service teachers' opinion questionnaire on computer-aided concept maps. According to the results of both quantitative measurement tools, the applications did not affect gender.