Elementary Education Online, 8(1), 74-87, 2009. lköretim Online, 8(1), 74-87, 2009. [Online]: http://ilkogretim-online.org.tr Drawing a Turkish Concept Map: Numbering Method Y)lmaz SA-LAM * ABSTRACT. The objective of this study was to investigate the perception of Turkish middle school students about three methods of drawing concept maps. The methods were: (1) writing relationships between concepts on lines as a complete sentence, (2) writing relationships as a paragraph below the concept map, and (3) the numbering method- connecting concepts using numbers and explaining relationships next to each number below the concept map. A total of 53 students, whose ages ranged from 14 to 15 years old, participated in the study. The results indicated that the numbering method allowed the students to construct a clear map and with this method the information was conveyed in a more organized manner. However, the study also indicated that with numbering method the information was presented indirectly. Key Words: Concept map, perception, Turkish language, numbering method SUMMARY Purpose and Significance: This study examined the students’ perception of three methods of drawing concept maps. The methods were: (1) writing relationships between concepts on lines as a complete sentence, (2) writing relationships as a paragraph below the concept map, and (3) the numbering method- connecting concepts using numbers and explaining relationships next to each number below the concept map. In particular, the study aimed to find out whether the new method called ‘Numbering Method’ would be welcomed by the middle school students and how this method is perceived by them. If students find this method appropriate to construct concept maps, Numbering Method (1) allows students to construct a clear map and (2) permit the researcher or teacher to figure out a great deal about students’ understanding of science concepts. Method: A total of 53 students, whose ages ranged from 14 to 15 years old, participated in the study. First, three concept maps were first given to the students. The concept maps contained the same concepts with the same relationships. However, the maps were drawn with different methods. The students were asked to examine each map and draw a concept map using the method they liked most. At the end, the students were asked to explain the reasons for the selection of the specific method used for their maps. Results: The result of the study indicated that the students evenly selected each method to draw their concept maps. Each method was selected for different reasons. For the students, the first method was chosen because the relationships and concepts were at the same context, which made the map easy to follow and easy to understand. The second method was selected because it was easy to construct the map and writing a paragraph about the relationships were more informative compared to other methods. Finally, the numbering method was selected because it allowed the students to construct a clear map and the information was conveyed in a more organized manner, thereby making the topic easy to remember. However, the students also stated that with this method the information was presented indirectly. Discussion and Conclusions: The results indicated that although the numbering method had some limitations, it was welcomed by the students and can be a good drawing method for educators and researchers in probing students’ understanding of science concepts. *Assist. Prof. Dr., University of Gaziantep, ysaglam@gantep.edu.tr