EXPLORING THE RELATIONSHIP BETWEEN COGNITIVE STRUCTURE OUTCOMES AND TEST ACHIEVEMENTS OF PRE-SERVICE SCIENCE TEACHERS ON CHEMICAL BONDING VIA FLOW MAPPING

Elif Atabek-Yigit

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EXPLORING THE RELATIONSHIP BETWEEN COGNITIVE STRUCTURE OUTCOMES AND TEST ACHIEVEMENTS OF PRE-SERVICE SCIENCE TEACHERS ON CHEMICAL BONDING VIA FLOW MAPPING

Title	EXPLORING THE RELATIONSHIP BETWEEN COGNITIVE STRUCTURE OUTCOMES AND TEST ACHIEVEMENTS OF PRE-SERVICE SCIENCE TEACHERS ON CHEMICAL BONDING VIA FLOW MAPPING
Publication Type	Journal Article
Year of Publication	2015
Authors	Atabek-Yigit, E
Journal	Journal of Baltic Science Education
Volume	14
Issue	4
Start Page	524–534
Pagination	Continuous
Date Published	August/2015
Type of Article	Original article
ISSN	1648-3898
Other Numbers	ICID: 1169907
Keywords	Chemical bonding, cognitive structure, flow map, pre-service science teachers
Abstract	The relationship between cognitive structure outcomes of students and their test achievement was examined in this study. A question form and two types of tests (a multiple-choice test (MCT) and a true-false test (TFT)) were used to gather the research data. According to the results of this study, extend, richness and integratedness of students’ statements significantly correlated to their scores in TFT. Also, richness of students’ statements was significantly correlated to their MCT scores. Describing and comparing were significantly correlated with MCT scores, while describing, comparing and inferring were significantly correlated with the students’ TFT scores. Therefore, it can be said that tests reflect students’ cognitive structures. Furthermore, students with higher order thinking skills can be identified by TFT rather than with MCT. Students’ misconceptions about the research topic were also examined, and they were generally on the classification and types of chemical bonds.
URL	http://oaji.net/articles/2016/987-1479498430.pdf
DOI	10.33225/jbse/15.14.524
Refereed Designation	Refereed
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