An action research on improving students' conceptual understanding in the "Force and Energy" unit through semantic mapping

This study was aimed to eliminate the difficulties in teaching the concepts and the students' conceptual understanding in the "Force and Energy" unit through semantic mapping. The study was conducted using the action research method. this study followed a mixed-method research model, using quantitative and qualitative research methods together. This study used a quasi-experimental design with a pretest–posttest control group as a quantitative research method. As the qualitative research method, this study used a case research method and emphasized the participants' views with open-ended questions. The study sample comprised 49 students studying in the seventh grade of a public middle school affiliated with the Republic of Turkey Ministry of National Education [MoNE] in the 2021–2022 academic year. In the experimental group, after each sub-topic of the "Force and Energy" unit was covered with the existing learning methods, the students prepared a semantic mapping as homework related to that sub-topic. The prepared semantic mappings were scored with the help of rubrics and feedback was given to the students, and the students were allowed to make corrections in line with the feedback given. In the control group, the unit "Force and Energy" was taught using the existing learning methods. Data collection tools in this study were used "New Force and Energy Unit Conceptual Understanding Test (NFEUCPUT)", "Semantic Mapping Evaluation Rubric (SMER)", "Implementation Interview Form (IIF)" and semantic mappings prepared the students. The researchers analyzed the quantitative data obtained in the study descriptive and predictive statistical methods. They analyzed the qualitative data obtained through the content analysis method. The study findings determined that the semantic mapping homework, applied to improve the conceptual understanding of the seventh grade middle school students focused on the concepts within the scope of the "Force and Energy" unit, had positive effects on the students. The results of the seventh grade students' views of participating on the semantic mapping homework practice were said that the students reinforced the subject, demonstrating more effective learning, more fun and were more enthusiastic as they actively participated in the process. From this perspective, the use of semantic mapping in the science education process can be expanded.