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The Effect of Context-based Comics on Sixth-Grade Students' Grounded Mental Model Development

Yıl 2025, Cilt: 18 Sayı: 2, 413 - 438, 25.04.2025

İlyas Acet , Mehmet Altan Kurnaz

Öz

The research examined the effect of context-based comics on the grounded mental model (GMM) development of sixth-grade students. Fifty-nine students were included in the study, which was conducted with a quasi-experimental design. A context-based comic (CbC) was used to teach the experimental group, whereas the course was taught using existing textbooks in the control group. As a data collection tool, the context-based learning situations test (CbLST) for electrical conduction was applied as a pre-and post-test. As a result of the research, it was concluded that the learning environment designed in the experimental group had a greater effect on GMM development than the control group and that the CbC was an effective teaching material in GMM development compared with the current textbook. Based on these results, the use of CbCs and the determination of GMMs in science teaching should be increased. Recommendations have also been made regarding the use of CbLSTs.

Anahtar Kelimeler

Comic books conducting electricity context-based learning grounded mental model.

Kaynakça

  • Acar, B., & Yaman, M. (2011). The effect of context-based learning on students' levels of interest and knowledge. Hacettepe University Journal of Education, 40(40), 1-10.
  • Acet, İ. (2024). The effect of context-based comics designed for the "electricity conduction" unit on students' grounded mental model development (Doctoral dissertation, Kastamonu University, Institute of Science, Kastamonu, Turkey).
  • Acet, İ., & Kurnaz, M. A. (2025). 6. sınıf “elektriğin iletimi” ünitesinde temellendirilmiş zihinsel model belirlemeye yönelik bağlam temelli ’öğrenim durumları testi’ geliştirilmesi. Fen Matematik Girişimcilik Ve Teknoloji Eğitimi Dergisi, 8(1), 60-85.
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  • Ateş, S., & Polat, M. (2005). Eliminating misconceptions about electrical circuits through the learning stages method. Hacettepe University Journal of Education, 28, 39–47.
  • Avraamidou, L., & Osborne, J. (2008). Science as narrative: The story of the discovery of penicillin. The Pantaneto Forum. Retrieved from www.pantaneto.co.uk/issue31/ on September 18, 2010.
  • Ayvacı, H. Ş., Ernas, S., & Dilber, Y. (2016). The effect of context-based guide materials on students' conceptual understanding: The example of "conductive and insulating materials." Yüzüncü Yıl University Journal of Education Faculty, 13(1), 51–78. https://dergipark.org.tr/en/download/article-file/253563
  • Barker, V. & Millar, R. (1999). Students’ reasoning About Chemical Reactions: What Changes Occur During a Context-Based Post-16 Chemistry Course? International Journal of Science Education, 21(6), 645-665.
  • Bennett, J., & Holman, J. (2003). Context-based approaches to the teaching of chemistry: What are they and what are their effects? J. K. Gilbert, O. D. Jong, R. Justi, D. F. Treagust, J. H. V. Driel (Ed), Chemical education: Toward research-based practice (pp.165-185) New York, Boston, Dordrecht, London, Moscow: Kluwer Academic.
  • Benckert, S. (1997). Conversation and context in physics education. Project Report 161/97, Swedish Council for the Renewal of Higher Education.
  • Brna, P. (1988). Confronting Misconceptions İn The Domain Of Simple Electrical Circuits. Instructional Science, 17(1), 29–55. https://www.jstor.org/stable/23369119
  • Canpolat, E., & Ayyıldız, K. (2019). The level at which 8th-grade students can relate their science lesson knowledge to daily life. Anadolu University Journal of Education Faculty, 3(1), 21–39.
  • Chambers, S. K., & Andre, T. (1997). Gender, Prior Knowledge, Interest, and Experience in Electricity and Conceptual Change Text Manipulations in Learning about Direct Current. Journal of Research in Science Teaching, 34(2), 107–123. https://doi.org/10.1002/(SICI)1098-2736(199702)34:2<107::AIDTEA2>3.0.CO;2-X
  • Cheesman, K. (2006). Using comics in the science classroom. Journal of College Science Teaching, 35(4), 48-51.
  • Chi, M. T. (2013). Two kinds and four subtypes of misconceived knowledge, ways to change it, and the learning outcomes. In International handbook of research on conceptual change (pp. 61-82). Routledge.
  • Clifford, M. ve Wilson, M. (2000). Contextual Teaching, Professional Learning, and Student Experiences: Lessons Learned from Implementation (Educational Brief, Sayı: 2), Center on Education and Work, University of Wisconsin-Madison, Madison.
  • Coştu, B. & Ayas, A. (2005). Evaporation in Different Liquids: Secondary Students’ Conceptions. Research in Science & Technological Education, 23(1), 75-97.
  • Çıldır, I., & Şen, A. İ. (2006). Identifying high school students' misconceptions about electric current using concept maps. Hacettepe University Journal of Education, 30, 92–101.
  • De Jong, O. (2006). Context-based Chemical Education: How to improve it? Chemical Education International, July, 1–7. http://old.iupac.org/publications/cei/vol8/0801xDeJong.pdf
  • Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford University Press.
  • Elmas, R., & Eryılmaz, A. (2015). How to Write Good Quality Contextual Science Questions: Criteria and Myths. Kuramsal Eğitimbilim Dergisi, 8(4). https://doi.org/10.5578/keg.10135
  • Ezberci, Ç., E. (2018). Analyzing pre-service science teachers' grounded mental models about the concept of stars through mathematical algorithms (Doctoral dissertation, Kastamonu University). In YÖK. TEZ. Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/tezSorguSonucYeni.jsp
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  • Glynn, S., & Koballa, T. R. (2005). The contextual teaching and learning instructional approach. In Yager, R. E. (Ed.), Exemplary science: Best practices in Professional development (pp.75-84). Arlington, VA: National Science Teachers Association Press.
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Bağlam Temelli Çizgi Romanın Altıncı Sınıf Öğrencilerin Temellendirilmiş Zihinsel Model Gelişimine Etkisi

Yıl 2025, Cilt: 18 Sayı: 2, 413 - 438, 25.04.2025

İlyas Acet , Mehmet Altan Kurnaz

Öz

Araştırmada, bağlam temelli çizgi romanın altıncı sınıf öğrencilerin temellendirilmiş zihinsel model (TZM) gelişimine etkisi incelenmiştir. Yarı deneysel desene göre yürütülen araştırmaya 59 öğrenci dahil edilmiştir. Deney grubunda bağlam temelli çizgi roman (BTÇR) ile kontrol grubunda mevcut ders kitabı destekli dersler işlenmiştir. Veri toplama aracı olarak bağlam temelli elektriğin iletimi öğrenim durumları (BTÖDT) testi ön-son test olarak uygulanmıştır. Araştırma sonucunda deney grubunda tasarlanan öğrenme ortamının kontrol grubuna göre TZM gelişimine etkisinin daha fazla olduğu ve BTÇR’nin mevcut ders kitabına göre TZM gelişiminde etkili bir öğretim materyali olduğu sonucuna ulaşılmıştır. Araştırma sonuçlarına göre TZM teorisinin kullanarak öğrencilerin zihinsel model tespitinde pratik bir şekilde tespit edilebileceği ve öğrenme ortamlarını ona göre düzenlenebileceği önerilmiştir. Ayrıca BTÖDT ve BTÇR kullanımına ilişkin öneriler sunulmuştur.

Anahtar Kelimeler

Bağlam temelli öğrenme çizgi roman elektriğin iletimi temellendirilmiş zihinsel model.

Kaynakça

  • Acar, B., & Yaman, M. (2011). The effect of context-based learning on students' levels of interest and knowledge. Hacettepe University Journal of Education, 40(40), 1-10.
  • Acet, İ. (2024). The effect of context-based comics designed for the "electricity conduction" unit on students' grounded mental model development (Doctoral dissertation, Kastamonu University, Institute of Science, Kastamonu, Turkey).
  • Acet, İ., & Kurnaz, M. A. (2025). 6. sınıf “elektriğin iletimi” ünitesinde temellendirilmiş zihinsel model belirlemeye yönelik bağlam temelli ’öğrenim durumları testi’ geliştirilmesi. Fen Matematik Girişimcilik Ve Teknoloji Eğitimi Dergisi, 8(1), 60-85.
  • Akgün, A., Tokur, F. & Duruk, Ü. (2016). Associating Conceptions in Science Teaching With Daily Life: Water Chemistry and Water Treatment. Adıyaman University Journal of Educational Sciences, 6 (1), 161-178.
  • Ateş, S., & Polat, M. (2005). Eliminating misconceptions about electrical circuits through the learning stages method. Hacettepe University Journal of Education, 28, 39–47.
  • Avraamidou, L., & Osborne, J. (2008). Science as narrative: The story of the discovery of penicillin. The Pantaneto Forum. Retrieved from www.pantaneto.co.uk/issue31/ on September 18, 2010.
  • Ayvacı, H. Ş., Ernas, S., & Dilber, Y. (2016). The effect of context-based guide materials on students' conceptual understanding: The example of "conductive and insulating materials." Yüzüncü Yıl University Journal of Education Faculty, 13(1), 51–78. https://dergipark.org.tr/en/download/article-file/253563
  • Barker, V. & Millar, R. (1999). Students’ reasoning About Chemical Reactions: What Changes Occur During a Context-Based Post-16 Chemistry Course? International Journal of Science Education, 21(6), 645-665.
  • Bennett, J., & Holman, J. (2003). Context-based approaches to the teaching of chemistry: What are they and what are their effects? J. K. Gilbert, O. D. Jong, R. Justi, D. F. Treagust, J. H. V. Driel (Ed), Chemical education: Toward research-based practice (pp.165-185) New York, Boston, Dordrecht, London, Moscow: Kluwer Academic.
  • Benckert, S. (1997). Conversation and context in physics education. Project Report 161/97, Swedish Council for the Renewal of Higher Education.
  • Brna, P. (1988). Confronting Misconceptions İn The Domain Of Simple Electrical Circuits. Instructional Science, 17(1), 29–55. https://www.jstor.org/stable/23369119
  • Canpolat, E., & Ayyıldız, K. (2019). The level at which 8th-grade students can relate their science lesson knowledge to daily life. Anadolu University Journal of Education Faculty, 3(1), 21–39.
  • Chambers, S. K., & Andre, T. (1997). Gender, Prior Knowledge, Interest, and Experience in Electricity and Conceptual Change Text Manipulations in Learning about Direct Current. Journal of Research in Science Teaching, 34(2), 107–123. https://doi.org/10.1002/(SICI)1098-2736(199702)34:2<107::AIDTEA2>3.0.CO;2-X
  • Cheesman, K. (2006). Using comics in the science classroom. Journal of College Science Teaching, 35(4), 48-51.
  • Chi, M. T. (2013). Two kinds and four subtypes of misconceived knowledge, ways to change it, and the learning outcomes. In International handbook of research on conceptual change (pp. 61-82). Routledge.
  • Clifford, M. ve Wilson, M. (2000). Contextual Teaching, Professional Learning, and Student Experiences: Lessons Learned from Implementation (Educational Brief, Sayı: 2), Center on Education and Work, University of Wisconsin-Madison, Madison.
  • Coştu, B. & Ayas, A. (2005). Evaporation in Different Liquids: Secondary Students’ Conceptions. Research in Science & Technological Education, 23(1), 75-97.
  • Çıldır, I., & Şen, A. İ. (2006). Identifying high school students' misconceptions about electric current using concept maps. Hacettepe University Journal of Education, 30, 92–101.
  • De Jong, O. (2006). Context-based Chemical Education: How to improve it? Chemical Education International, July, 1–7. http://old.iupac.org/publications/cei/vol8/0801xDeJong.pdf
  • Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford University Press.
  • Elmas, R., & Eryılmaz, A. (2015). How to Write Good Quality Contextual Science Questions: Criteria and Myths. Kuramsal Eğitimbilim Dergisi, 8(4). https://doi.org/10.5578/keg.10135
  • Ezberci, Ç., E. (2018). Analyzing pre-service science teachers' grounded mental models about the concept of stars through mathematical algorithms (Doctoral dissertation, Kastamonu University). In YÖK. TEZ. Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/tezSorguSonucYeni.jsp
  • Ezberci Çevik, E., & Kurnaz, M. A. (2022). Model, mental model, grounded mental model. In Science teaching with a focus on current developments (pp. 35-56). Ankara: Pegem Academy Publishing.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education. New York: McGraw-Hill.
  • Franco, C. and Colinvaux, D. (2000). Grasping mental models. In J. K. Gilbert, & C. J. Boulter (Eds.), Developing models in science education (pp. 93-118). New York: Springer.
  • Gilbert, J. K. (2006). On the nature of ‘context’ in chemical education. International Journal of Science Education, Taylor & Francis (Routledge), 28(09), 957–976.
  • Glynn, S., & Koballa, T. R. (2005). The contextual teaching and learning instructional approach. In Yager, R. E. (Ed.), Exemplary science: Best practices in Professional development (pp.75-84). Arlington, VA: National Science Teachers Association Press.
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  • Hubber, P. (2006). Year 12 students’ mental models of the nature of light. Research in Science Education, 36(4), 419–439. https://doi.org/10.1007/s11165-006-9013-x
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  • Hussain, N. H., Salim, K. R., Haron, H. N., Ali, R., & Hussain, H. (2013). Student’s Alternative Conception İn Basic Electric Circuit. Research in Engineering Education Symposium, REES 2013, July, 1–6. https://www.researchgate.net/publication/282009342%0AStudent’s
  • Ivanjek, L., Morris, L., Schubatzky, T., Hopf, M., Burde, J. P., Haagen-Schützenhöfer, C., Dopatka, L., Spatz, V., & Wilhelm, T. (2021). Development of a two-tier instrument on simple electric circuits. Physical Review Physics Education Research, 17(2), 20123. https://doi.org/10.1103/PhysRevPhysEducRes.17.020123
  • İlhan, G. O., & Şin, M. (2024). Reflections of the course on the use of comics in social studies education: Teachers' views and experiences. SANE Journal: Sequential Art Narrative in Education, 2(8), Article 2. Retrieved from https://digitalcommons.unl.edu/sane/vol2/iss8/2
  • İyibil, Ü., & Sağlam Arslan, A. (2010). Pre-service physics teachers' mental models of the concept of stars. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 4(2), 25–46.
  • Kabuklu, Ü. N., & Kurnaz, M. A. (2019). A thematic review of context-based teaching studies conducted in Turkey in the field of science education. Asian Journal of Instruction, 7(1), 32–53. https://dergipark.org.tr/en/download/article-file/748175
  • Kallunki, V. and Lavonen, J. (2010). Understanding of dc-circuit phenomena. In B. Lazar, R. Reinhardt (Eds.), Proceedings of the XIV IOSTE Symposium, June 13- 18 2010, Bled, Slovenia: Sociocultural and Human values in Science and Technology Education. Ljubljana: IRI UL, Institute for Innovation and Development of University of Ljubljana.
  • Kapartzianis, A., & Kriek, J. (2014). Conceptual Change Activities Alleviating Misconceptions About Electric Circuits. Journal of Baltic Science Education, 13(3), 298–315. https://doi.org/10.33225/jbse/14.13.298
  • Karal, I. S., Alev, N., & Yiğit, N. (2009). Pre-service teachers' content knowledge in electricity. E-Journal of New World Sciences Academy, 4(4), 1450–1466.
  • Karslı Baydere, F., & Aydın, E. (2019). Teaching the topic of ‘Eye’ using the explanation-supported REACT strategy based on a context-based approach. Gazi University Journal of Gazi Education Faculty, 39(2), 755–791. https://doi.org/10.17152/gefad.345897
  • Karslı Baydere, F., & Bülbül, F. (2021). The effect of the REACT strategy on 7th-grade students' conceptual understanding of the ways to connect light bulbs. International Journal of Education Science and Technology, 7(2), 116–135. https://doi.org/10.47714/uebt.874430
  • Keser, Ö. F., & Başak, H. M. (2013). An examination of student achievement levels regarding the electricity unit in our daily life. Turkish Journal of Science Education, 10(2), 117–127.
  • Kuhn, J., & Müller, A. (2014). Context-based science education by newspaper story problems: A study on motivation and learning effects. Perspectives in Science, 2, 5–21.
  • Kurnaz, M. A. (2012). FENE 528 Learning and Knowledge Modeling Course. Unpublished lecture notes, Kastamonu University Institute of Science, Kastamonu.
  • Kurnaz, M. A. (2018). FENE 528 Learning and Knowledge Modeling Course. Unpublished lecture notes, Kastamonu University Institute of Science, Kastamonu.
  • Kurnaz, M. A. (2019). FENE 797 Doctoral Specialization Course. Unpublished lecture notes, Kastamonu University Institute of Science, Kastamonu.
  • Kurnaz, M. A., & Ekşi, C. (2015). An analysis of high school students' mental models of solid friction in physics. Educational Sciences: Theory and Practice, 15(3), 787–795.
  • Kurnaz, M. A. (2022). Grounded Mental Model Theory. Amasya University Journal of Education Faculty, 1, 121–132. https://dergipark.org.tr/tr/pub/amauefd/issue/70418/1091799
  • Küçüközer, H. (2004). The effect of a teaching model developed based on the constructivist learning theory on the conceptual understanding of simple electric circuits by 1st-year high school students [Balıkesir]. https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Lagerström, M. L., Piqueras, J., & Palm, O. (2021). “Should we be afraid of Ebola?” A study of students’ learning progressions in context-based science teaching. Nordic Studies in Science Education, 17(1), 64–78. https://doi.org/10.5617/NORDINA.7658
  • Lazzarich, M. (2013). Comic strip humor and empathy as methodological ınstruments in teaching. Croatian Journal of Education, 15(1), 153-190.
  • Lin, J. W. (2017). A cross-grade study validating the evolutionary pathway of student mental models in electric circuits. Eurasia Journal of Mathematics, Science and Technology Education, 13(7), 3099–3137. https://doi.org/10.12973/eurasia.2017.00707a
  • Lin, S. F., & Lin, H. S. (2016). Learning nanotechnology with texts and comics: The impacts on students of different achievement levels. International Journal of Science Education, 38(8), 1373-1391. http://dx.doi.org/10.1080/09500693.2016.1191089
  • Mertens, D. M. (2015). Research and evaluation in education and psychology: Integrating diversity with quantitative, qualitative, and mixed methods. Thousand Oaks, CA: Sage
  • Mırçık, Ö. K. (2018). The effects of the 7E instructional model supported by a virtual laboratory on students' mental models in the teaching of concepts related to simple electric circuits (Doctoral dissertation, Karadeniz Technical University).
  • Miarsyah, M., Suryanda, A., & Sarwithini, N. L. C. D. (2024, January). Developing digital educational comics as learning supplements using waste materials to improve learning outcomes for vocational high school students in grade X. In AIP Conference Proceedings (Vol. 2982, No. 1). AIP Publishing.
  • Nurhumairah, A. S., & Handayani, P. (2024). Enhancing student activity through the implementation of timed application questions in physics learning. Jurnal Penelitian Pembelajaran Fisika, 10(1), 56–65.
  • Overman, M., Vermunt, J. D., Meijer, P. C., Bulte, A. M., & Brekelmans, M. (2013). Analyzing textbook questions in context-based and traditional chemistry curricula from content and learning activity perspectives. International Journal of Science Education, 35(17), 2954–2978.
  • Overton, T. L., & Potter, N. M. (2011). Investigating students’ success in solving and attitudes toward context-rich open-ended problems in chemistry. Chemistry Education Research and Practice, 12(3), 294-302.
  • Parnell, D. (2001). Contextual teaching works. Texas: CCI Publishing.
  • Pilot, A. & Bulte, A. M. W. (2006). Why Do You “Need to Know”? Context-Based Education. International Journal of Science Education, 28(9), 953-956.
  • Prins, G. T., Bulte, A. M., & Pilot, A. (2018). Designing context-based teaching materials by transforming authentic scientific modeling practices in chemistry. International Journal of Science Education, 40(10), 1108-1135.
  • Rapp, D. N. (2005). David N Rapp Chapter 3 Mental Models: Theoretical Issues for Visualizations in Science Education. In Science (pp. 43–60). Visualization in science education.
  • Şengüleç, Ö. A., Bahçivan, E., & Azar, A. (2017). The effect of argumentation on conceptual understanding in electricity. Karaelmas Journal of Educational Sciences, 5(1), 157–175.
  • Şentürk Çiçek, Ö. (2020). The effect of argumentation-supported educational comics on students' interest, motivation, and academic achievement towards the environment, and student experiences (Doctoral dissertation, Gazi University).
  • Taşdemir, A., & Demirbaş, M. (2010). The level of correlation between concepts taught in science and technology class and their relation to daily life among primary school students. Journal of Human Sciences, 7(1), 124–148.
  • Ünal, H. (2008). The effects of conducting primary school science and technology classes in line with a life-based approach on learning the topic of "matter and heat" (Master's thesis, Atatürk University).
  • Vadnere, R., & Joshi, P. (2009). On analysis of the perceptions of standard 12 students regarding a physics concept using techniques of quantum mechanics. Physics Education Journal, 26(4), 279-290.
  • Villarino, G. N. B. (2018). Students’ alternative conceptions and patterns of understanding concerning electric circuits. International Journal of Innovation in Science and Mathematics Education, 26(4), 49–70.
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  • Wijayanti, F. Y., Handoyo, B., & Dembereldorj, U. (2024). Contextual e-comics in geography: A modern pedagogical tool for raising awareness about volcanic hazard mitigation. Field of the Future: Geo-Education Studies, 1(1), 20–30.
  • Williams, R. (2008). Image, text, and story: Comics and graphic novels in the classroom. Art Education, 61(6), 13-19. doi: 10.2307/27696303
  • Wood, M. (2015). The effect of graphic novel supplements on reading comprehension and motivation in secondary students (PhD Thesis). University of Central Arkansas.
  • Yager, R. E. & Weld, J. D. (1999). Scope, Sequence and Coordination: The Lowa Project, a National Reform Effort in the USA. Intenational Journal of Science Education, 21, 169-194.
  • Yaz, Ö. V. (2022). Identifying grounded mental models of science teacher candidates on the topic of energy and classifying them with deep neural networks (Doctoral dissertation, Kastamonu University Institute of Science, Kastamonu).
  • Yıldırım, G., & Gültekin, M. (2017). Context-based learning applications in 4th-grade science and technology classes in primary schools. Ahi Evran University Kırşehir Faculty of Education Journal, 18, 81–101. https://dergipark.org.tr/en/download/article-file/1481380
  • Yüzbaşıoğlu, M. K. (2022). The effect of context-based designed comics on the development of students' grounded mental models regarding force measurement and friction units (Doctoral dissertation, Kastamonu University Institute of Science, Kastamonu).
  • Yüzbaşıoğlu, M. K., & Kurnaz, M. A. (2020). Determining students' mental models about sound. Anadolu University Journal of Education Faculty (AUJEF), 4(3), 254–275.
  • Yüzbaşıoğlu, M. K., & Kurnaz, M. A. (2024). Grounded mental models and considerations in their identification. In Innovative Studies in Educational Sciences (pp. 221–241). https://doi.org/10.59287/ebyc.430
  • Yüzbaşıoğlu, M. K., & Kurnaz, M. A. (2023). Deep Relationship Between the “Haha!” of Humor and the “A-ha!” of Learning: Context-Based Comic Book Development, Teacher and Student Opinions. Journal of Theoretical Educational Science, 16(3), 536-573. https://doi.org/10.30831/akukeg.1268430
Toplam 88 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar (Diğer)
Bölüm Makaleler
Yazarlar

İlyas Acet 0000-0003-3324-7766

Mehmet Altan Kurnaz 0000-0003-2824-4077

Yayımlanma Tarihi 25 Nisan 2025
Gönderilme Tarihi 22 Aralık 2024
Kabul Tarihi 18 Nisan 2025
Yayımlandığı Sayı Yıl 2025 Cilt: 18 Sayı: 2

Kaynak Göster

APA Acet, İ., & Kurnaz, M. A. (2025). The Effect of Context-based Comics on Sixth-Grade Students’ Grounded Mental Model Development. Journal of Theoretical Educational Science, 18(2), 413-438. https://doi.org/10.30831/akukeg.1605667
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