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Expert-referenced analysis and frequency distributions determined concept structures; breakpoint technique and pre/post concept networks were created. Results show increased academic concept expressions, fewer misconceptions, and strengthened scientific information in post-test 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TİRYAKİ1  \nHatay Mustafa Kemal University  \nAbstract  \nThis research was conducted as a case study, which is one of the qualitative research methods, to determine how prospective Turkish teachers explain the concepts in their minds about writing skills. The study group consists of 60 3rd-grade prospective teachers studying at the Department of Turkish Language Education of Hatay Mustafa Kemal University in the 2018-2019 academic year. Research data were collected through a word association test. In order to reach the concepts that best describe the writing skill, first of all, ten concepts were determined by the researcher within the scope of the relevant course. Then, the test prepared with these concepts was presented to the expert opinion, and the word association test was designed with the remaining six concepts (writing, text, text types, narrative text, informative text, and argumentative text) . In the data analysis, the answers of the prospective teachers to the word test were examined in detail and independently with an expert to ensure reliability. Frequency distribution was created with the frequency of repetition of the concepts related to key concepts. According to the frequency of the concepts, the breakpoint technique (Bahar, Johnstone & Sutcliffe, 1999) was used. In this study, breakpoint points between 20 concepts and above, 15-19 concepts, 10-14 concepts, and 5-9 concepts were applied. Concept networks were created separately according to the pre-test and post-test. According to the data obtained, the concept in the pre-test (f =1.636) increased to (f=1.732) in the last test. While the least increase was observed in the “writing” key concept (f=299-302), the highest increase was found in the “text” concept (f=263-292) . The number of sentences containing academic information about key concepts increased from pre-test to post-test (f=116; f=179) . The number of sentences without academic information (f=189-f=115) decreased. Moreover, the decrease in sentences containing misconceptions (f=29-f=13) supports this situation. When the sentences were examined in terms of including scientific information, it was found that academic expressions were used more accurately, and misconceptions were reduced.  \nKeywords: Writing education, word association test, concept.  \nDOI: 10.29329/epasr.2022.248.14  \n1Assoc. Prof. Dr., Education Faculty, Hatay Mustafa Kemal University, Hatay, Antakya, ORCID: 0000-0002-2418-7194.  \nCorrespondence: [etiryaki@mku.edu.tr](etiryaki@mku.edu.tr)  \nIntroduction  \nLanguage is a systematic structure with rules that enable a person to communicate both with himself and his environment. The teachers, who carry out language education and training, teach their students the language skills based on language rules. In this process, teachers’ goal is to carry the learning process that starts with language skills to functional language use. In functional language use, the learner should be able to understand and explain correctly by being aware of the features of the language.  \nPeople have shed light on future generations through writing from past to present because it is a language skill that ensures the permanence of a nation’s culture, thought, and aesthetic sense. The writing skill is the part of the language in which it is written. It is a planned and systematic transfer of one’s thoughts on a subject according to language rules.“Since writing is concerned with organizing information and conveying meaning, it is a very important part of the thought development process related to long-term memory, which constitutes episodic memory that includes the visual and auditory aspects of events and experiences and semantic memory that reflects information, thoughts, behaviors, and values, and unconscious memory, which includes emotions”(White and Arndt, 1991, p.17). Hence, it is of paramo","cbCaioAkqARVWZI6","https://ap.wps.com/l/cbCaioAkqARVWZI6","pdf",470390,17,"English","# Abstract\n# Introduction","[{\"question\":\"What research method and instrument does the study use?\",\"answer\":\"The study uses a case study design and collects data through a word association test.\"},{\"question\":\"How were the key concepts for the word association test determined?\",\"answer\":\"Ten concepts were first identified by the researcher within the course scope, then the final test was prepared using six remaining concepts.\"},{\"question\":\"What changes were observed from pre-test to post-test results?\",\"answer\":\"Academic information in responses increased, sentences containing misconceptions decreased, and scientific expressions were used more accurately in the post-test.\"}]","Determination of Cognitive Structures in Concepts Related to Writing Education With the Word Association Test | PDF",1792095505,43]