The effect of computer aided concept maps used in teaching concepts related to thermodynamics on academic achievement and facilitating learning

This study aimed to examine the effect of computer-aided concept maps used in teaching concepts related to Thermodynamics on academic achievement and facilitating learning. 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 45 pre-service science teachers, 31 female and 14 male, who were enrolled in Alanya Alaaddin Keykubat University Science Teacher Education program in the fall semester of the 2023-2024 academic year and took the Web 2.0 tools elective course. In the first week of the five-week study, students were informed about the research to be conducted within the scope of the related course, and pre-tests were applied. In the other weeks, the researcher trained pre-service teachers to prepare concept maps using the Bubbl.us application on the computer, and subject explanations about' thermodynamics' were made with the concept maps prepared on the computer. After each application, pre-service teachers were asked to make their concept maps for the subject using the Bubbl.us program. Quantitative data were collected using data collection tools named the "Academic Achievement Test" and the "Cognitive Load Scale." The quantitative data used in the study were analyzed using a t-test for dependent and independent samples. In the study's quantitative findings, significant differences were observed in the pre-test and post-test scores of the academic achievement and cognitive load scale. According to the results of both quantitative measurement tools, the applications did not affect gender variable. Including current computer-assisted instructional practices in educational processes will contribute to more effective and efficient education. Keywords: Bubbl.us, Thermodynamics, Academic achievement, Facilitating learning.