The effect of using mnemonics on success in social studies(dagger)

Colak K., Aydin R. I.

JOURNAL OF EDUCATIONAL RESEARCH, cilt.115, sa.3, ss.223-233, 2022 (SSCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 115 Sayı: 3
  • Basım Tarihi: 2022
  • Doi Numarası: 10.1080/00220671.2022.2100861
  • Dergi Adı: JOURNAL OF EDUCATIONAL RESEARCH
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, IBZ Online, Periodicals Index Online, ABI/INFORM, Applied Science & Technology Source, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Index Islamicus, MLA - Modern Language Association Database, Psycinfo
  • Sayfa Sayıları: ss.223-233
  • Anahtar Kelimeler: History education, mnemonics, social studies education, STRATEGIES, STUDENTS, INSTRUCTION, VOCABULARY
  • Sivas Cumhuriyet Üniversitesi Adresli: Evet

Özet

This study aims to reveal the effect of using mnemonic strategies on student success in the teaching of history components in social studies, the permanence of their knowledge, and the students'opinions about this practice. The nonequivalent pretest-posttest control group model based on the quasi-experimental method was used in the study. After the experimental process, focus group interviews were conducted with two groups selected from the experimental group. It can be said that mnemonic devices contribute to the students' academic success and make the students' knowledge more retentive in the teaching of history components in social studies. Furthermore, in the students' views, it was seen that the course activities carried out with these strategies were especially fun and retentive, contributing to both increasing interest and better understanding of the course.