ERIC Number: EJ1289396
Record Type: Journal
Publication Date: 2021
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0144-3410
EISSN: N/A
Available Date: N/A
Effects of Different Concept Map Activities on Chemistry Learning
Educational Psychology, v41 n2 p245-260 2021
There is widespread evidence showing that concept maps are effective for learning. However, little is known about the effects of various concept map activities. We conducted an experiment to examine the comparative effectiveness of three concept map activities: (1) translating a complete map to a paragraph format; (2) filling in concepts in a partial map; and (3) filling in labels in a partial map. Undergraduate students enrolled in an introductory general chemistry course were randomly assigned to the three groups. Each concept map depicted the relationships between concepts on the topic of reaction enthalpy. Results showed that the map-translation group significantly outperformed the fill-in-concepts and fill-in-labels groups in conceptual understanding indicated by open-ended questions while there were no significant differences among the three groups in conceptual understanding indicated by multiple-choice questions.
Descriptors: Science Instruction, Concept Mapping, Undergraduate Students, College Science, Teaching Methods, Instructional Effectiveness, Learning Activities, Prior Learning, Time Factors (Learning), Concept Formation, Scientific Concepts
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
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Author Affiliations: N/A