Science and technology class at the use of concept mapping as a tool for assessment

This study has aimed at determining the usability of concept maps in order to make an assessment regarding livings and their energy relationships at 8th classes of secondary schools.The study was applied to total 24 students who were receiving education in the 8th grade at a secondary school in Kaymaz town of Eskişehir city during the 2009-2010 spring season. Prior to application of the concept map having a purpose of testing, a 4-hour training was provided to the students concerning preparing the concept map. In the training, first of all, theoretical, general information was provided and a sampling that had been prepared earlier was shown. Subsequently, the constituents that made up the concept map were shown one by one and in-depth examinations were carried out as to styles of usage of these constituents. Of these constituents, descriptive data were given about the concept, central concept, cross-tie, hierarchy, samples, linking words and annexes.In this study, quasi-experimental research method was employed. The instruments of data collection tools used in the study were Concept Success Test, Concept Maps, Opinion Survey. In the study, first of all, a 25-article concept success test (p=.69; r=.55) prepared by the researcher related with The Matter of Livings and Energy was applied to the students. The students were distributed four different instructions containing the concepts and the students were asked to form the concept maps individually. The concept maps prepared by the students were evaluated according to two different concept map evaluation methods. These methods are Novak and Gowin marking method and Lyn Roberts and Beverley Moriarty marking method. The concept maps were marked on the basis of the criteria such as link (suggestion), hierarchy, cross-ties and samplings while according to Lyn Roberts and Beverley Moriarty, the terms used were marked on the basis of the criteria of linking lines suggestions over the links, hierarchy and samplings. The data were analysed by SPSS 15.0. As a result of calculation of Pearson correlation coefficient, it was revealed that there was an affirmatively high relation (r=0.737) between the concept success test of the students and the concept map marked according to Novak and Gowin; , an affirmatively high relation (r=0.771) between the concept success test and the concept map marked according to Lyn Roberts and Beverley Moriarty, an affirmatively high relation (r=0.915) between the concept map marking method according to concept success test of the students and the concept map marked according to Novak and Gowin and the concept map marking method according to Lyn Roberts and Beverley Moriarty.The results of these analyses can be interpreted as such that the concept maps may be used as an evaluation instrument of the concept maps. Although there is an affirmatively high relation between multiple choice which is one of the traditional testing and evaluation instruments and the concept map which is one of alternative instruments of testing and evaluation, the concept map can be said to be more superior to developing creative skills, determining misconceptions, determining the relations between the concepts, analysing the information.