The effect of content sequencing strategies at micro level on learning concepts, generalization and cognitive flexibility

The purpose of this study is to investigate the effect of the instruction based on concept analysis and generalization analysis, as well as the explanation of the components of a concept content (definition, criterial attributes differs, non- attributes differs, examples, non examples) on learning concepts, generalization and its effect on cognitive flexibility. The research was designed as an experimental pre-test/post-test control group design. There were two experimental and one control group in the research. In this study, the sample includes the second year students of Primary School Teaching Department (day and evening groups) and Pre-school Teaching Department (day group), The Faculty of Education at Mersin University. Topal of 92 students participated voluntarily in the study. There were 33 students in the first experimental group, 29 students in the second experimental group, 30 students in the control group. The groups are equalized on the basis of pre-test results of ?concept achivement test?, ?generalization achivement test? and ?fill in the structure test?. SPSS 10.0 was used as the statistics software package to analyze data. First, the data were analyzed by using descriptive statistics such as mean and standart deviation, then they were analyzed inferentially by using one-way anova and covariance and correlation techniques.The followings are the results of this study; 1. When ?concept achivement pre-test? scores were covariated, signifcant results were found among experimental groups and the control group in favour of experimental group 1 for post test total, knowledge level, and comprehension level results. 2. When ?generalization achivement pre-test? scores were covariated, the research results indicate that; a) Significant results were found among experimental group 1 and the control group in favour of experimental group 1, and among and experimental group 2 and the control group in favour of experimental group 2. b) No significant results were found among experimental groups and control group in terms of post test knowledge level scores. c) In the post test comprehension level scores, significant results were found among experimental group 1 and the control group in favour of experimental group 1 and among experimental group 2 and the control group in favour of experimental group d) In terms of application level scores, significant results were found between experimental group 2 and the control group in favour of experimental group 2. 3. No significant correlations were found among experimental groups 1 and 2 and control group in terms of total knowledge level, and comprehension level for ?concept achivement post test?, and ?generalization achivement post test?. 4. When ?fill-in-the-structure pre-test? results were covariated, signifcant results were found among experimental groups and the control group in favour of experimental group 1 for post test results. 5. Significant and positive correlations were found among experimental groups 1 and 2 and control group between ?concept achivement post test? total scores and? fillin- the-structure post test?. 6. Significant and positive correlations were found among experimental group 1 between ?generalization achivement post test? total scores and? fill-in-the-structure post test?. No significant correlations were found among experimental groups 2 and control group between ?generalization achivement post test? total scores and ?fill-in-thestructure post test?. 7. Based on the results of ?fill-in-the-structure tests?, due to the teaching, change and progress were observed in the students? cognitive structure. 8. Students in the experimental and control groups achieved to write more on object behaviour, knowledge and comprehension level, however failed to write at higher levels. 9. In experimental group 1, students have expressed that they understood the subjects well and that the explanations were extremely useful. Experimental group 2 students expressed that they have understood the subject well, however they found it difficult and complicated. Students in the control group expressed that they found the subject difficult and boring and they needed more examples and exercises. Key Word: Concept Teaching, Concept Analysis, Generalization Teaching, Generalization Analysis, Components of a Concept Content.