Enhancing the Value of Active Learning Programs for Students’ Knowledge Acquisition by Using the Concept Mapping Method

2016 ◽  
pp. 83-97
Author(s):  
Priit Reiska ◽  
Aet Möllits ◽  
Miia Rannikmäe
Keyword(s):  
Active Learning ◽  
Knowledge Acquisition ◽  
Concept Mapping ◽  
Mapping Method ◽  
Learning Programs

Effect of Concept Mapping as an Innovative Teaching Method on Senior School Students’ Interest in Chemistry

2019 ◽  
pp. 66-74
Author(s):  
Offor E. N.
Keyword(s):  
Concept Mapping ◽  
Teaching Method ◽  
Mapping Method ◽  
Control Group ◽  
School Students ◽  
Innovative Teaching ◽  
Chemistry Students ◽  
Lecture Method ◽  
Significant Difference ◽  
Innovative Teaching Method

The study was designed to explore the effect of concept mapping as an innovative teaching method on senior school students‟ interest in chemistry. The pre -test post- test quasi experimental design was adopted for the study. The population for the study comprised 1425 senior secondary two (SS2) chemistry students in Agbani Education Zone. A total of 189 SS2 chemistry students were drawn from three secondary schools selected in the zone through purposive sampling method. Two research questions and two hypotheses guided the study. In each of the schools used for the study, all the chemistry students in their intact classes were used. The experimental group was taught using concept mapping while the control group was taught using the lecture method of teaching. The treatment lasted for six weeks. The instrument for data collection was Chemistry Interest Scale (CIS). The CIS was validated by three experts. Before the treatment commenced, a pre- interest scale was administered and a reliability coefficient of 0.72 was established using Cronbach Alpha. The data collected was analyzed using analysis of co variance (ANCOVA). The result of the data analysis showed that there is a significant difference between the mean interest scores of students taught chemistry with concept mapping and those taught with lecture method. The study concludes by recommending that concept mapping method of teaching should be adopted in teaching of chemistry as this has helped to stimulate interest in chemistry which will help to enhance their achievement.

Diagnosing Macroergonomic Problems: A Case Study in the Use of Concept Mapping for TQM Initiatives

1993 ◽  
Vol 37 (12) ◽  
pp. 873-876 ◽  
Author(s):  
Brian S. Zaff ◽  
Edward R. Hughes ◽  
Michael D. McNeese ◽  
Clifford E. Brown ◽  
Maryalice Citera
Keyword(s):  
Knowledge Acquisition ◽  
Concept Mapping ◽  
Graphical Representation ◽  
Team Building ◽  
Mapping Technique ◽  
Total Quality ◽  
Group Setting ◽  
Team Members ◽  
Domain Experts

This paper presents the results from a case study involving the use of concept mapping in a Total Quality Management (TQM) program. Concept mapping is a knowledge acquisition technique that has proven successful in a variety of instances when it was necessary to elicit information directly from domain experts and communicate that information to other individuals needing the information. The concept mapping technique produces, during the course of an interview, a graphical representation that becomes a communications medium through which ideas can be easily shared in a group setting. In TQM programs it may be necessary to elicit detailed information from employees about the nature of their work domain and about the various problems they may be encountering. The success of TQM programs often depends on establishing open lines of communications through which employees can articulate their concerns and upon the ability of TQM team members to uncover hard-to-detect problems. Concept mapping proved successful in the TQM setting. The concept mapping technique facilitated the uncovering of insights that were not obvious to the TQM team during their initial brainstorming sessions or from the use of a survey. In addition it appears that the concept mapping technique has other significant TQM advantages over and above its utility as a knowledge elicitation technique. Concept mapping, not only facilitates user-centered knowledge acquisition, but also appears useful as a means of facilitating team-building.

Pembelajaran Terpadu dan Urgensinya dalam Pengembangan Karakter Anak Sekolah Dasar

2019 ◽  
Vol 17 (2) ◽  
pp. 1-12
Author(s):  
Elizar Elizar
Keyword(s):  
Elementary School ◽  
Active Learning ◽  
Prospective Teachers ◽  
Young Generation ◽  
Integrated Learning ◽  
Learning Models ◽  
Learning Program ◽  
Learning Evaluation ◽  
Learning Programs

Integrated learning models is a learning that is associated with an increased ability and characters of student in elementary school. School as one of the means and facitating role in shaping the young generation and motivate the studens to give to become savvy genaration, independent, creative, and innovative.To anticipate the occurrence of inefficiency in implementing the learning program should be planned with the best. Prior to the implementation of a learning program conducted there are some things that must be considered, planning before setting up learning programs need, designing and organizing learning evaluation, is used as an effort to obtain information to assess the success of a program. One of some efforts that could be done to improve students’ skill, as prospective teachers, in implementing an active learning was that by implementing integrated learning. It covered modelling a lecturer as a model in implementing integrated learning in the class and it integratef active learning models in fragmented, connected, sequenced, shared, webbed, threaded, integrated, immersed, and networked

scholarly journals IMPLEMENTASI METODE CONCEPT MAPPING UNTUK MENINGKATKAN HASIL BELAJAR SAINS DAN KREATIVITAS SISWA KELAS VI SDN BENER 01 TAHUN PELAJARAN 2017/2018

2018 ◽  
Vol 5 (1) ◽  
pp. 53
Author(s):  
Sudjinah Sudjinah
Keyword(s):  
Action Research ◽  
Learning Outcomes ◽  
Concept Mapping ◽  
Learning Strategy ◽  
Student Learning Outcomes ◽  
Mapping Method ◽  
Class Action ◽  
Science Lesson ◽  
Optimal Learning ◽  
School Year

<em>The science lesson at SDN Bener 01 shows that learning is still teacher-centered. Student creativity is not yet optimal. Learning completeness with KKM 75 only reached 35% and students still tend to passive. Therefore it is necessary to improve the learning process. The purpose of this research  is to find out whether the application of concept mapping method can improve the learning outcomes of science and creativity of students of class VI SDN Bener 01 in the 2017/2018 school year. Concept Mapping is a learning strategy that asks students to synthesize or draw a picture of the main concepts that are interconnected, which are marked by lines of arrows written levels that sound the form of relationships between the main concepts. This research is a Class Action Research conducted at SDN Bener 01 as much as two cycle consist of cycle I and cycle II. </em><em>Technique of collecting data using test and observation sheet of student creativity. The result of this class action research is on the first cycle student learning outcomes show mastery learning classically 59%. While the creativity of students showed 65% of students with creative criteria and 35% with creative enough criteria. The learning outcomes in cycle II showed that learning completeness in the classical reach 82%. While the creativity of students showed 29% of students with very creative category, 65% category creative enough and 6% creative enough. Increased learning outcomes from cycle I to cycle II as much as 23%. Enhancement of creativity of students as much as 29%. The conclusion of this PTK is the application of concept mapping method can improve science learning outcomes and creativity of students of class VI SDN Bener 01 Year lesson 2017/2018.</em>

scholarly journals USING CONCEPT MAPPING FOR ASSESSMENT IN SCIENCE EDUCATION

2014 ◽  
Vol 13 (5) ◽  
pp. 662-673
Author(s):  
Katrin Soika ◽  
Priit Reiska
Keyword(s):  
Science Education ◽  
Concept Mapping ◽  
Research Method ◽  
Concept Maps ◽  
Assessment Method ◽  
Mapping Method ◽  
Long Term Memory ◽  
Interactive Animation ◽  
Based Instruction

Conceptual acquisition is an important aspect of science education, especially with regard to committing things to long term memory. Three case studies were carried out to examine approaches to conceptual acquisition in science education. The aim of these studies was to determine whether concept mapping method is a valid research method. To answer the question, studies were developed. Two of them used animation to describe abstract topics in chemistry. The aim of the third study was to compare the differences in higher taxonomy concept maps, created in an allocated timeframe. The findings of the studies indicate that the use of voiced interactive animation without teacher explanation does not lend itself to superior concept acquisition. As a result of the study it was concluded that concept mapping as an assessment method provides a unique possibility to visualize the structure of students’ conceptual achievements. Based on the outcomes it is recommended concept mapping should be used more as an assessment or research method. Key words: assessment, concept mapping, animation, paper-based instruction, concepts.

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