instructor opinions on using conceptual maps for science knowledge training (an Elazig-Diyarbakir cities example)

Individuals always interact with their surroundings from the time they have borned. With this specific interaction through their own surroundings, they create new conceptions and transform or enhance existing ideas. Those conceptions or ideas enable the individuals to classify the objects, to practice rules and think over the horizon.The main goal of science education is to make the individuals to understand himself or his environment and the nature itself. To have the students like science classes, one should make sure that those classes are not just memorizing lots of information, but they require the students to understand and construct those information through their minds.The conceptual maps which have been designed to help students understand the relations between objects and apprehensions are important assets for science classes. In this respect, this research is based on the opinions of the primary education 6th, 7th and 8th class science and technology teachers in Elazığ and Diyarbakır provincial governmental primary schools. This is a comprehensive inquiry which has descriptive features.With the analysis, which was conducted at the end of this research, it is realized that the primary education 6th, 7th and 8th class science and technology teachers generally use such conceptual maps efficiently and those maps are effective to gain particular outputs.