The Effect Of Using Word Cloud In Primary School Science Teaching On The Cognitive Structure Of Students

Year 2023, Volume: 8 Issue: 1, 1 - 11, 09.07.2023

Ebru Deniz , Güntay Taşçi

Abstract

This study investigated the effects of creating word cloud activities on students'
cognitive structures in a fourth-grade science course in primary school. The study
was semi-experimental research, included 38 primary school students, and used
the word association test for data collection. In data analysis, Mann Whitney-U
Test and Wilcoxon Signed-Rank Test as the non-parametric tests, and their
parametric equivalents were used together. Within the scope of the study,
whereas the word cloud activity was performed in the experimental group, the
teacher-centered teaching activity was conducted in the control group. The study's
findings showed no difference between the groups in concept remembering but in
meaningful propositions in favor of the experimental group.

Keywords

Web 2.0, Word Cloud, Cognitive Structure, Science Teaching

References

• Acar, S., & Gülnar, M. (2018). An investigation of ICT students' information literacy self-efficacy perceptions according to their web 2.0 technology use. Ulusal Eğitim Akademisi Dergisi(UEAD), 2(1), 54-65.
• Afurobi, A., Izuagba, A., Obiefuna, C., & Ifegbo, P. (2015). Effects of the use of lecture method and Wordle on the performance of students taught curriculum studies 1: Edu 222. Journal of Education and Practice, 6(18), 142–149.
• Akbaba, K. (2019). The effect of web 2.0 applications in science teaching on students' attitudes towards science and technology use (Yayımlanmış Yüksek Lisans Tezi). Aksaray Üniversitesi Fen Bilimleri Enstitüsü İlköğretim (Fen Bilgisi Eğitimi) Anabilim Dalı.
• Akkaya, S. (2020). The effects of Plickers application on the academic achievements of the seventh grade students in the science course and their attitudes towards the course (Yayımlanmış Yüksek Lisans Tezi). Ordu Üniversitesi Fen Bilimleri Enstitüsü.
• Alexander, B. B. (2006). Web 2.0: a new wave of innovation for teaching and learning? Educause Review, 41(2), 32-44.
• Alpar, D., Batdal, G., & Avcı, Y. (2007). Educational technologies in student centered education applications. Hasan Ali Yücel Eğitim Fakültesi Dergisi, 7(1), 19-31.
• Altıok, S., Yükseltürk, E., & Üçgül, M. (2017). Evaluation of a Scientific Meeting About Use of Web 2.0 Technologies in Education: The Participants` Views. Journal of Instructional Technologies & Teacher Education, 6(1), 1-8.
• Altun, A. (2008). The use of wikis in the constructivist teaching process. Proceedings of 8th international educational technology conference, 127–130. https://www.iet-c.net/publication_folder/ietc/ietc2008.pdf
• Bahar, M., & Özatlı, S. (2003). Investigation of the cognitive structures of the first-year high school students on the basic components of living things with the word communication test method. Balıkesir Üniversitesi Fen Bilimleri Enstitüsü Dergisi, 5(2), 75-85.
• Baralt, M., Pennestri, S., & Selvandin, M. (2011). Action research: using wordles to teach foreign language writing. Language Learning and Technology Journal, 15(2), 12-22.
• Baran, B., & Ata, F. (2013). University students' Web 2.0 technologies usage, skill levels and educational usage. Egitim ve Bilim Dergisi, 38(169), 192-208.
• Batıbay, E. F., & Mete, F. (2019). The impact of Web 2.0 applications on motivation in the Turkish course: The Kahoot example. Ana Dili Eğitimi Dergisi, 7(4), 1029-1047.
• Büyüköztürk, Ş., Kılıç Çakmak, E., Erkan Akgün, Ö., Karadeniz, Ş., & Demirel, F. (2017). Scientific Research Methods in Education. Pegem Akademi Yayıncılık
• Chen, Y., Hwang, R., & Wang, C. (2012). Development and evaluation of a web 2.0 annotation system as a learning tool in an e-learning environment. Computers & Education, 58(4), 1094-1105. doi:10.1016/j.compedu.2011.12.017
• Dağ Gülcan, A. (2013). The Effect of Using Word Cloud in Pre-Reading Activities on Vocabulary Learning in Secondary School Ninth Grade English Lesson. (Yayımlanmış Yüksek Lisans Tezi). Kocaeli Üniversitesi Sosyal Bilimler Enstitüsü.
• DeNoyelles, A., & Foster, B. R. (2015). Using word clouds in online discussions to support critical thinking and engagement. Online Learning Journal, 19(4).
• Elmas, R., & Geban, Ö. (2015). Web 2.0 tools for 21st century teachers. International Online Journal of Educational Sciences, 4(1), 243-254.
• Gülcü, A., Solak, M., Aydın, S., & Koçak, Ö. (2013). Opinions about using technology in educations of branch teachers working at primary schools. Turkish Studies - International Periodical For The Languages, Literature and History of Turkish or Turkic, 8(6), 195-213.
• Gürleroğlu, L. (2019). Investigation of The Effect Of Science Teaching Carried Out With Web 2.0 Applications İn Accordance With The 5E Model On Student Success, Motivation, Attitude And Digital Literacy. (Yayımlanmış Yüksek Lisans Tezi). Marmara Üniversitesi Eğitim Bilimleri Enstitüsü İlköğretim Anabilim Dalı Fen Bilgisi Öğretmenliği Bilim Dalı.
• Halvey, M. J., & Keane, M. T. (2007). An assessment of tag presentation techniques. Proceedings Of The 16th International World Wide Web Conference. 1313–1314. DOI:10.1145/1242572.1242826.
• Horzum, B. M. (2010). Investigating teachers' web 2.0 tools awareness, frequency and purposes of usage in terms of different variables. Uluslararası İnsan Bilimleri Dergisi, 7, 634.
• Karadağ, K. (2018). The effect of Storybird application, one of the instructional technologies, on 5th Grade students' creative writing skills and attitudes towards writing. (Yayımlanmış Yüksek Lisans Tezi). Marmara Üniversitesi Eğitim Bilimleri Enstitüsü Türkçe Eğitimi Ana Bilim Dalı Türkçe Öğretmenliği Bilim Dalı.
• Korkmaz, Ö., Vergili, M., Çakır, R., & Uğur Erdoğmuş, F. (2019). The impact of plickers web 2.0 assessment and evaluation tool on exam anxiety and academic success of students. Gazi Eğitim Bilimleri Dergisi, 5, 15-37. DOI: https://dx.doi.org/10.30855/gjes.2019.05.02.002.
• Kurt, H., & Ekici, G. (2013). Determining biology student teachers' cognitive structure and alternative concepts on the concept of "bacteria". Turkish Studies, 8(8), 885–910.
• Mansouri, V. (2015). Vocabulary instruction: Software flashcards vs. word clouds. Advances in Language and Literary Studies, 6(1), 1-5. Doi:10.7575/aiac.alls.v.6n.1p.41
• McNaught, C., & Lam, P. (2010). Using Wordle as a supplementary research tool. Qualitative Report, 15(3), 630-643.
• Miley, F., & Read, A. (2011). Using word clouds to develop proactive learners. Journal of the Scholarship of Teaching and Learning, 11(2), 91-110.
• O'Reilly, T. (2005, September 30). What is Web 2.0? O'Reilly Media, https://www.oreilly.com/pub/a/web2/archive/what-is-web-20.html.
• Orhan, A. T., & Men Durak, D. (2018). The effects of web-based teaching on achievements and attitudes towards science course: A meta-analytic investigation. Celal Bayar Üniversitesi Sosyal Bilimler Dergisi, 16(3), 245-284. Doi: 10.18026/cbayarsos.465728
• Orkun, M. A., & Bayırlı, A. (2019). Learning Strategies and Teaching of Them. International Journal Of Social And Humanistic Sciences, 2(1), 64–74.
• Özipek, K. (2019). The Effect of Padlet Application on Students Academic Achievements and Their Attidudes Towords Techology and Turkish. (Yayımlanmış Yüksek Lisans Tezi) . Marmara Üniversitesi Eğitim Bilimleri Enstitüsü Türkçe Eğitimi Ana Bilim Dalı Türkçe Öğretmenliği Bilim Dalı.
• Özkan, A. (2017). Examining The Experiences of Teachers in Using Educational Social Networks. (Yayımlanmış Yüksek Lisans Tezi). Atatürk Üniversitesi Eğitim Bilimleri Enstitüsü Bilgisayar Ve Öğretim Teknolojileri Eğitimi Ana Bilim Dalı.
• Perry, L. (2012). Using word clouds to teach about speaking style. Communication Teacher, 26(4), 220-223.
• Perveen, A. (2021). Use of word clouds for task-based assessment in asynchronous e-language learning. Mextesol Journal, 45(2), 1–11.
• Ramazanoğlu, M. (2019). Opinions of High School Teachers and Students Related to Using Kahoot in Education. Proceedings of the 28th International Conference on Educational Sciences (pp. 30-41). Hacettepe University.
• Shavelson, R. J. (1974). Methods for examining representations of a subject‐matter structure in a student's memory. Journal of Research in Science Teaching, 11(3), 231–249. https://doi.org/10.1002/tea.3660110307
• Talang, T. B., & Mahmoodi, M. H. (2013). The effect of using word clouds on EFL students' long-term vocabulary retention. Journal of English Language Teaching and Learning, 11.
• Viegas, F. B., & Wattenberg, M. (2008). Tag clouds and the case for vernacular visualization. ACM Interactions, 15(4), 49–52. https://doi.org/10.1145/1374489.1374501
• Viegas, F. B., Wattenberg, M., & Feinberg, J. (2009). Participatory visualization with Wordle. IEEE Transactions on Visualization and Computer Graphics, 15(6), 1137–1144. DOI: 10.1109/TVCG.2009.171
• Yıldız, D. (2015). The Effect Of Word Cloud On Learning Vocabulary At Pre-Reading Activities In The Seventh Grade English Course. (Yayımlanmış Yüksek Lisans Tezi). Afyon Kocatepe Üniversitesi Sosyal Bilimler Enstitüsü Eğitim Bilimleri Anabilim Dalı.