The Effects of Digital Concept Cartoons and Digital Concept Maps on Eliminating Middle School Students’ Misconceptions in the Mathematics Course: An Experimental Research

• Main Authors: Burcin GOKKURT-OZDEMIR, Hatice YILDIZ-DURAK, Fatma Gizem KARAOGLAN-YILMAZ, Ramazan YILMAZ
• Format: Article
• Language: English
• Published: Vilnius University 2021-05-01
• Series: Informatics in Education
• Subjects: digital concept cartoon; digital concept maps; mathematics teaching; misconceptions; secondary school students
• Online Access: https://infedu.vu.lt/doi/10.15388/infedu.2021.10

The purpose of this study was to investigate the effect of digital concept cartoons and maps in eliminating misconceptions of secondary school students. The research was conducted with 67 students who were studying at three different branches of 7th grade of secondary school. The research was conducted according to semi-experimental design with pre-test, post-test control group, and quantitative and qualitative research methods (mixed pattern) were used together. Accordingly, the mathematics classes in the Study Group I were conducted by the DCC method and the mathematics courses in the Study Group II were conducted by the DCM, and the mathematics courses in the control group were processed by traditional teaching method. In order to determine the students’ misconceptions before and after the experiment, Misconception Test was used which was applied as Pre-test and Post-test. In addition, students’ opinions and observation processes related to the use of DCC and DCM in mathematics class were included in the experimental process. As a result of the data analysis, there was no statistically significant difference between Study Group I, Study Group II and control group when the results of the Misconception test of the control and study groups were compared. In addition, students stated that the use of DCC and DCM in mathematics course have advantages such as making the courses enjoyable, drawing attention, increasing interest in the course, and visualizing the course topics. In the direction of the findings obtained from the research, various suggestions were made to the teachers and researchers about the use of DCC and DCM in secondary school mathematics courses.