Abstract

Gaga M. Austin

The aim of this study was to investigate the effect of students’ concept mapping on their physics achievement and attitudes toward physics lesson. Participants were 58 ninth -grade students from the two classes enrolled to general physics course in a high school in Turkey. One of the classes was randomly chosen as experimental group (28), constructed electricity concept map and the other was control (30) group, did not receive any presentation on concept mapping. Data were collected via the pre- and post- administration of the Physics Achievement Electricity Test (PAET) and Concept Maps Attitude Scale towards Physics (CMASTP). The study conducted in six weeks in a class that met two times a week. The material covered was about electricity. Results showed that while there were no significant differences in the attitude and achievement between the experimental and control groups. However, the experimental group students were observed to have a tendency of more positive attitude than the control group students. Results also showed that drawing concept map instruction was more effective than traditional instruction in improving physics achievement of the participating students.