İzzet GÖRGEN* and Melek YILDIRIM**
*Assoc. Prof. Muğla Sıtkı Koçman University. Education Faculty
**Muğla National Ministry of Education. Classroom Teacher
Problem Statement: Knowledge map (K-map) is a means of schematically displaying important verbal information in a text and relations among the pieces of information. In a K-map, information in a text is presented as node-link-node assemblies. There are two main approaches to the use of K-maps. First one is to train students to generate their own K-maps. And the second one is to use expert-generated K-maps.
Purpose: The purpose of the present study is to determine whether expertgenerated or student-generated knowledge maps have more positive influences on students’ acquisition and recall levels. In light of the findings of the present study it is intended to find out which type of knowledge map is more effective and some suggestions will be made to develop better learning-teaching activities in elementary education.
Methods: The present study, pre- and post-test experimental design with a control group is used. For the study, Experimental Group (Studentgenerated Knowledge Map) and Control Group (Expert-generated Knowledge Map) were determined with equal possibility. The study group of the present research consists of 29 eight grade students. Two data collection instruments were used to collect data in the study. One of them is “space relations aptitude test” and the other one is 31-item multiple choice “Acquisition Level Test” developed to evaluate the acquisition and recall levels of the students in relation to the text entitled “Maslow’s Hierarchy of Needs”. In the present study, the text entitled “Maslow’s Hierarchy of Needs” was used on which K-maps would be constructed.
Findings and Results: No significant difference was found between the acquisition and recall scores of the control group students using the expertgenerated K-maps and those of the experimental group students using the student-generated K-maps. This shows that using whether the expertgenerated K-maps or student-generated K-maps did not lead to significant difference in acquisition and recall levels.
Recommendations: In light of the findings of the present study, it can be argued that use of expert-generated K-maps in learning-teaching process has effects on acquisition and recall levels of students similar to the effects of using student-generated K-maps. Both expert-generated and studentgenerated K-maps can be used in the learning-teaching process built on constructivist approach.
Keywords: Knowledge map, acquisition level, recall level, studentgenerated and expert-generated knowledge maps.