The Effects of Differences in the Configurations of Knowledge Maps (k-map)

Abstract

Problem Statement: In this study, the effects of a knowledge map (k-map) are enhanced by combining Gestalt's similarity and proximity principles with different link structures on the levels of knowledge acquisition and recall, and thus presented on a map with those of typical knowledge maps. A K-map is a means of schematically displaying verbal knowledge and relationships among the pieces of this knowledge. Purpose: The purpose of this study is to investigate the effects of k-maps with structural differences on the levels of knowledge acquisition and recall. In this way, it demonstrates why one graphical display may be more effective than another. Methods: In the present study, pre- and post-test experimental design is used with a control group. The participants are primary school eighth graders. There were 31 students in the experimental group and 19 students in the control group. For the study, a text titled "Maslow' un Ihtiyaclar Hiyerarsisi" was selected. A test consisting of 31 multiple-choice type questions was used to measure the students' levels of acquisition and recall. The reliability coefficient of the test was found to be 0.95. Findings and Results: In the study, it was found that there is no significant difference between the acquisition level of the experimental group using the enhanced knowledge map and that of the control group using the typical knowledge map. However, the students in the experimental group recalled more information than those in the control group. Recommendations: While designing k-maps, the use of similarity and proximity principles of Gestalt, together with different link structures for different types of knowledge may increase the level of recall. Considering the importance of long- term recall at schools, it is advisable to draw on the findings of the present study while designing teacher-made maps.