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This study aimed to determine the effect of concept mapping as a learning strategy in science classes on students’ academic achievement and attitude. The research employed a randomized pre-test post-test control group design. Data collected from 60 sixth grade students participated in the study from a randomly selected secondary school in Turkey. During a 5-weeks period, the experimental group students (N=30) used the paper based concept mapping method while the control group students (N=30) were taught with the traditional approach according to the science and technology education curriculum for light and sound subject. Both groups were taught by the same teacher who is experienced using concept mapping in science classes. The data were collected by science achievement test, science attitude scale and personal information form. The reliability coefficient of the achievement test was KR-20=0,76 and Cronbach’s Alpha of the attitude scale was 0,89. SPSS statistical software was used to analyze the data. According to the results, there was a statistically significant difference between the experimental and control group for academic achievement but not for attitude. The experimental group had significantly greater gains from academic achievement test than the control group (t=2,9; p 0,05).  The findings showed that the paper-and-pencil concept mapping can be used as an effective method for students’ academic achievement in science classes. Ozet egitiminde kavram haritalari olusturma uygulamasinin altinci sinif ogrencilerinin akademik basarilarina ve derse yonelik tutumlarina etkisini belirlemeyi amaclamaktadir. Arastirmada yontem olarak deneysel desenlerden on test son test kontrol gruplu desen kullanilmistir. Veriler devlet okullari arasindan tesadufi olarak secilen bir devlet ortaokulunun 6.siniflarinda ogrenim gormekte olan toplam 60 ogrenciye uygulanan veri toplama araclari ile toplanmistir. Uygulama calismalari toplam 5 hafta surmustur. Deney grubundaki ogrenciler (N=30) isik ve ses unitesi hakkinda kâgit-kalem ile hazirlanan kavram haritalari ile desteklenmis egitimle ders gorurken, kontrol grubunda (N=30) ise dersler mevcut fen ogretim programina gore geleneksel olarak islenmistir. Her iki grupta da dersleri, kavram haritalariyla calisma tecrubesi olan ayni fen ogretmeni islemistir. Veriler fen bilgisi basari testi, fen bilgisi tutum olcegi kullanilarak toplanmistir.  Arastirmada kullanilan basari testinin guvenirlik katsayisi KR-20= 0,76, fen dersine yonelik tutum olceginin Cronbach’s Alpha guvenirlik katsayisi ise 0,89 olarak hesaplanmistir. Arastirmadan elde edilen sonuclara gore deney grubu ile kontrol grubu ogrencilerinin akademik basarilari arasinda deney grubu lehine istatiksel olarak anlamli bir farklilik olusmus (t=2,9; p 0,05). Bu bulgulara gore kâgit-kalem ile kavram haritasi olusturma uygulamasinin fen derslerinde ogrencilerin akademik basarilarini artirabilecek etkili bir yontem olarak kullanilabilecegi gorulmektedir.

uluslararası i̇nsan bilimleri dergisi

The effect of concept mapping on students’ academic achievement and attitude in science education&lt;p&gt;Fen eğitiminde kavram haritaları kullanımının akademik başarı ve tutuma etkisi