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Conceptual learning in social studies classroom: An analysis of Texas Assessment of Knowledge and Skills (TAKS) social studies questions with and without concept

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  1. Tez No: 400139
  2. Yazar: EMİN KILINÇ
  3. Danışmanlar: DR. LYNN M. BURLBAW
  4. Tez Türü: Doktora
  5. Konular: Eğitim ve Öğretim, Education and Training
  6. Anahtar Kelimeler: Belirtilmemiş.
  7. Yıl: 2012
  8. Dil: İngilizce
  9. Üniversite: Texas A&M University
  10. Enstitü: Yurtdışı Enstitü
  11. Ana Bilim Dalı: Belirtilmemiş.
  12. Bilim Dalı: Belirtilmemiş.
  13. Sayfa Sayısı: 172

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Özet (Çeviri)

We are living in a conceptual world which we build through both informal andsystematic interaction. Concepts enable us to simplify and organize our environment andcommunicate efficiently with others. The learning of concepts is represented by ageneral idea, usually expressed by a word, which represent a class or group of things oractions having certain characteristics in common, is a matter of central concern fordesigning effective instructional conditions in the school setting. Thus, conceptattainment is a cornerstone of social studies to help students to make informed andreasonable decisions and therefore is a fundamental and challenging aspect of socialstudies content. Previous studies had not focused specifically on concept questions andnonconcept questions.The purpose of this study is to determine whether 8th, 10th, and 11th gradestudents perform better on social studies questions which were classified as conceptquestions compared to questions which were classified as nonconcept questions. Thisstudy also attempts to identify the relationship between correct answers on conceptquestions and students? demographics.This study used a non-experimental descriptive, correlational, and causalcomparativeresearch designs. This study used secondary data analysis, which involves are-analysis of data collected for another study or purpose. The data for this study wasgathered from Texas Education Agency, for all students who took the Spring 2006 andSpring 2009 version of the Grade 8, Grade 10, and Grade 11 Social Studies TAKS Tests.A statistical significant difference was found between the percentage of correctconcept question and nonconcept questions. Students had higher achievement onnonconcept questions than concept questions. The researcher compared students? correctanswers for concept questions between years, the result indicated that students scoredhigher on concept questions in 2009 than 2006. Also, there was a significant differencebetween male students and female students. Male students had a higher mean of conceptquestions than female students. In addition, Grade 11 had a higher mean on conceptquestions than Grade 10 and Grade 8. The researcher found significant differencesamong ethnicity. Asian students and White students scored better on concept questionthan other ethnic groups. The researcher also examined the correlation between conceptquestions and nonconcept questions. The result indicated that there was a significantpositive high correlation between choosing correct answers for concept question andnonconcept questions. Last, native speaker students had a higher achievement onconcept questions than ESL students.

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