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ERIC Number: EJ1417778
Record Type: Journal
Publication Date: 2024
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: EISSN-1756-1108
Available Date: N/A
Impact of Fill-In-The-Nodes Concept Maps on Low Prior-Knowledge Students Learning Chemistry: A Study on the Learning Achievements and Attitude toward Concept Maps
Chemistry Education Research and Practice, v25 n1 p360-374 2024
Numerous studies have proven the learning benefits of concept maps in science subjects, particularly for students with low prior knowledge. There is a scarcity of research dedicated to the examination of chemistry courses at the university level, and the findings pertaining to academic performance in that subject exhibit a lack of consistency. This study examined the impact of concept maps on students of a General Chemistry course who had low prior knowledge. The study applied a quasi-experimental design to collect data on two topics: uncertainties of measurements (Topic 1) and acid-base (Topic 2). Fill-in-the-nodes concept maps were developed and served as learning materials. ANCOVA and Johnson-Neyman techniques were used to analyze the scores of concept tests of Topic 1 and Topic 2, respectively. In both Topics 1 and 2, the results showed that the treatment group outperformed the control group. However, the aforementioned finding was limited to the subset of students whose pretest scores were below 30.7 out of a total of 47. From the analysis of the attitude questionnaire, the authors concluded that the students appreciated the usefulness of concept maps. However, they might hesitate to engage in using this new learning tool. The study's findings strengthen the evidence of the learning benefits of concept mapping. Moreover, using concept maps in teaching is feasible because of their low cost and minimally invasive modification to instructional design. The practices for implication of concept mapping are also discussed.
Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Taiwan
Grant or Contract Numbers: N/A
Author Affiliations: N/A