<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2215-2644</journal-id>
<journal-title><![CDATA[Revista Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Educación]]></abbrev-journal-title>
<issn>2215-2644</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Costa Rica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2215-26442023000200316</article-id>
<article-id pub-id-type="doi">10.15517/revedu.v47i2.51982</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Determining the effect of concept cards on students&#8217; perception of physics concepts with concept mapping()]]></article-title>
<article-title xml:lang="es"><![CDATA[Determinación del efecto de las tarjetas conceptuales en la percepción de los conceptos de física de los estudiantes con mapas conceptuales()]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Kurt]]></surname>
<given-names><![CDATA[Havva Sibel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sari]]></surname>
<given-names><![CDATA[Musa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Lokman Hekim University  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Turquía</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Gazi University  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Turquía</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<volume>47</volume>
<numero>2</numero>
<fpage>316</fpage>
<lpage>334</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-26442023000200316&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-26442023000200316&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-26442023000200316&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Abstract The aim of this research on student perception in physics concepts about matter is to determine the effect of concept cards specially designed for primary school children with concept mapping. The study group of the research consisted of 9-year-old volunteer students (n=6) studying at a public school in Turkey. As a measuring tool, the spider concept map was selected in accordance with the developmental stages of the children. This map was created on a 3x1 meter giant platform without any concept written. In the first stage, students created their concept maps by placing symbolic word cards on the empty platform. In the second stage, 24 specially designed concept cards were introduced, and the work was repeated. The third stage of the research consisted of a semi-structured interview with the students. In the research, a total of 12 maps were obtained. The maps were scored with the CmapTools program and analyzed with the SPSS Wilcoxon sequential test. As a result of the research, it was observed that the concept cards activated the cognitive images in the students' minds faster (z =2.02, p&lt; 0.05). As a result of the interview, students expressed that they created an emotional connotation by creating a visual image in the perception of the concepts. This research is currently broadcast on Vitamin TV, one of Turkey's national education channels, in terms of the use of concept cards in Turkey, the widespread use of Cmap Tools, and the use of concept maps as a measurement and evaluation tool. It is recommended to study with larger student groups and in different countries on concept teaching with concept cards.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo de esta investigación sobre la percepción de los conceptos de los estudiantes de física sobre la materia es determinar el efecto de las tarjetas conceptuales, especialmente diseñadas para niños de primaria con mapas conceptuales. El grupo de estudio de la investigación estaba formado por estudiantes voluntarios de 9 años (n=6) que estudiaban en una escuela pública en Turquía. Como herramienta de medición, se seleccionó el mapa conceptual de la araña de acuerdo con las etapas de desarrollo de los niños. Este mapa fue creado en una plataforma gigante de 3x1 metros sin ningún concepto escrito. En la primera etapa, los estudiantes crearon mapas conceptuales colocando tarjetas de palabras simbólicas en la plataforma vacía que se creó. En la segunda etapa, se introdujeron 24 tarjetas conceptuales especialmente diseñadas y se repitió el trabajo. La tercera etapa de la investigación consiste en una entrevista semiestructurada con los estudiantes. En la investigación se obtuvieron un total de 12 mapas. Los mapas se calificaron con el programa CmapTools y se analizaron con la prueba secuencial SPSS Wilcoxon. Como resultado de la investigación, se observó que las tarjetas de conceptos activaron más rápido las imágenes cognitivas en la mente de los estudiantes (z =2.02, p&lt; 0.05). Como resultado de la entrevista, los estudiantes expresaron que crearon una connotación emocional al crear una imagen visual en la percepción de los conceptos. Esta investigación se transmite actualmente en Vitamin TV, uno de los canales educativos nacionales de Turquía, en términos del uso de tarjetas conceptuales en Turquía, el uso generalizado de Cmap Tools y el uso de mapas conceptuales como herramienta de medición y evaluación. Se recomienda estudiar con grupos de estudiantes más grandes y en diferentes países sobre la enseñanza de conceptos con tarjetas de conceptos.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Physics education]]></kwd>
<kwd lng="en"><![CDATA[Concept cards]]></kwd>
<kwd lng="en"><![CDATA[Spider concept maps]]></kwd>
<kwd lng="en"><![CDATA[Science education]]></kwd>
<kwd lng="en"><![CDATA[Cmaptools]]></kwd>
<kwd lng="en"><![CDATA[Concept maps]]></kwd>
<kwd lng="es"><![CDATA[Educación Física]]></kwd>
<kwd lng="es"><![CDATA[Tarjetas Conceptuales]]></kwd>
<kwd lng="es"><![CDATA[Mapas Conceptuales de Araña]]></kwd>
<kwd lng="es"><![CDATA[Educación Científica]]></kwd>
<kwd lng="es"><![CDATA[Cmaptools]]></kwd>
<kwd lng="es"><![CDATA[Mapas Conceptuales]]></kwd>
</kwd-group>
</article-meta>
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