The effect of concept maps, as an individual learning tool, on the success of learning the concepts related to gravimetric analysis

2018 ◽  
Vol 19 (3) ◽  
pp. 819-833 ◽  
Author(s):  
N. Turan-Oluk ◽  
G. Ekmekci
Keyword(s):  
Concept Mapping ◽  
Test Scores ◽  
Concept Maps ◽  
Case Study Research ◽  
Attitude Scale ◽  
Individual Learning ◽  
Mapping Technique ◽  
Gravimetric Analysis ◽  
Learning Tool ◽  
Post Test

This study aims to conduct a detailed investigation on the effect the use of concept mapping, as an individual learning tool, has on students’ success in learning the concept of gravimetric analysis. This study applies a case study research design to quantitatively examine the effect of the use of concept mapping and to conduct a detailed qualitative investigation of the participants’ opinions about its use. In this study, the concept maps were used both as a data collection tool [Select and fill in the nodes (SAFIN); Select and fill in the lines (SAFIL); Create and fill in the lines (CAFIL); Select and fill in the nodes&lines (SAFIN&L)] and as an individual learning tool. For data triangulation, students’ opinions on the concept mapping technique, as an individual learning tool for understanding gravimetric analysis, were also taken. Results from the study showed that there were significant differences between the pre- and post-test scores on all the tests (four types of fill-in-the-blank concept maps and a concept test) in favor of the post-test scores. In other words, the use of the concept map resulted in an increase in the success of the students. Furthermore, the participants expressed very positive opinions about the concept maps as an individual learning tool, both on the attitude scale and in their written opinions, declaring that it has a definite boosting effect on successfully learning a concept.

scholarly journals CONCEPT MAPPING: A MEANINGFUL SELF-DIRECTED LEARNING TOOL FOR PROBLEM BASED LEARNING IN PHYSIOLOGY.

2020 ◽  
Vol 4 (8) ◽  
Author(s):  
Anju Anand Asia ◽  
Abhay Mudey
Keyword(s):  
Concept Mapping ◽  
Concept Maps ◽  
Problem Based Learning ◽  
Meaningful Learning ◽  
Problem Analysis ◽  
Learning Tool ◽  
Self Directed Learning ◽  
Significant Difference ◽  
Post Test ◽  
Directed Learning

Background: Fostering meaningful and self-directed learning among medical graduates is essential to mold them into competent physicians. Concept mapping is one such educational tool facilitating meaningful learning by organizing and integrating information. In our study it was used as a learning tool for problem analysis in Physiology. Material and Methods: Students of the first MBBS Professional year were divided into groups of fifteen; a group facilitator was allotted to each group. After initial practice, students constructed concept maps in Problem based learning (PBL) sessions on case based scenarios; each group finalized a map and then designed charts based on these maps. Student’s analytical ability was determined through differences in score between MCQ based pretest and post test. Charts were evaluated and perception of students regarding effectiveness of concept maps designing was taken. Results:  One hundred and thirty two students completed the study. There was a   statistically significant difference in the pre and post test scores. The items in the Concept maps charts evaluation sheet were ranked as good or excellent in 75% of Charts except the item on horizontal interlinking and cross linking hierarchy which was ranked as satisfactory in 63% of Charts.  Students considered activity of collection of information, discussions, designing, active involvement and teamwork as useful. Conclusions: Self designed Concept maps can be a novel   approach for problem analysis in Physiology. Summary:  Concept maps are useful for summarizing information; integrating mapping in PBL can improve critical thinking ability of students and renew interest in a basic science subject like Physiology. Keywords: Concept map, Problem based learning, Meaningful learning, Analysis.

scholarly journals Collaborative and Multilingual Approach to Learn Database Topics Using Concept Maps

2014 ◽  
Vol 2014 ◽  
pp. 1-8 ◽  
Author(s):  
Ana Arruarte ◽  
Iñaki Calvo ◽  
Jon A. Elorriaga ◽  
Mikel Larrañaga ◽  
Angel Conde
Keyword(s):  
Engineering Education ◽  
Concept Mapping ◽  
Concept Maps ◽  
Basque Country ◽  
Concept Map ◽  
Mapping Technique ◽  
Cognitive Tools ◽  
Computer Engineering ◽  
The University ◽  
Multilingual Approach

Authors report on a study using the concept mapping technique in computer engineering education for learning theoretical introductory database topics. In addition, the learning of multilingual technical terminology by means of the collaborative drawing of a concept map is also pursued in this experiment. The main characteristics of a study carried out in the database subject at the University of the Basque Country during the 2011/2012 course are described. This study contributes to the field of concept mapping as these kinds of cognitive tools have proved to be valid to support learning in computer engineering education. It contributes to the field of computer engineering education, providing a technique that can be incorporated with several educational purposes within the discipline. Results reveal the potential that a collaborative concept map editor offers to fulfil the above mentioned objectives.

scholarly journals The Effects of Concept Mapping Instruction on Students’ Attitudes, Motivations, and Self-Efficacy in Educational Technology Class

2019 ◽  
Vol 9 (2) ◽  
pp. 1
Author(s):  
Budour Almisad
Keyword(s):  
Educational Technology ◽  
Concept Mapping ◽  
Test Scores ◽  
Self Efficacy ◽  
Sense Of Self ◽  
College Of Education ◽  
Technology Project ◽  
Mapping Approach ◽  
Post Test ◽  
Students Attitudes

The purpose of this study was to examine the effect of concept mapping instruction on students’ attitudes, motivation, and sense of self-efficacy in relation to conducting an educational technology project. A questionnaire was used to collect data from 78 students who were enrolled in three sections of a “production of teaching material” course in a college of education at a university in Kuwait. A pre-test/post-test pre-experimental design was followed, and data was collected using two questionnaires, one before and one after the use of a concept mapping approach to instruction. The analysis of the pre-test/post-test scores showed that there were significant differences between the post-test and pre-test mean scores on the three scales examined: attitude, motivation, and sense of self-efficacy. The findings indicate that the concept mapping approach to instruction was an effective tool for improving students’ attitudes, motivation, and sense of self-efficacy in relation to conducting an educational technology project.

scholarly journals Modified tutorials in Pharmacology for Medical students using case based learning and multiple choice questions

2019 ◽  
Vol 8 (6) ◽  
pp. 1243
Author(s):  
Sowmya Kaniganti ◽  
Nachiket Shankar ◽  
Satya Kishore Chivukula
Keyword(s):  
Test Scores ◽  
Multiple Choice ◽  
Multiple Choice Questions ◽  
Learning Tool ◽  
Post Test ◽  
Case Based Learning ◽  
Group 2 ◽  
Self Learning ◽  
Case Based ◽  
Group 1

Background: Active student centred learning is the need of the hour. Objectives being to compare the difference in the post test scores between students exposed to Case based learning (CBL) and Multiple choice questions (MCQ) (learning tool) during tutorials in Pharmacology for 2nd MBBS students. To understand the perception of students regarding teaching learning tools used in the study.Methods: This was a mixed methods study. Sixty eight students were divided into 2 groups. Hypertension and angina was discussed as CBL for Group 1 and as MCQ (Learning tool) for Group 2. One week later, cross over was done, Thyroid and Diabetes was discussed as MCQ for Group 1 and as CBL for Group 2. Post-test MCQ, pre validated questions (Likert scale) and open ended questions (qualitative) were distributed. Statistical Analysis: Difference in the post test scores in both the groups was analyzed using independent sample t test.Results: There was no significant difference in post test scores between CBL and MCQ groups. Questionnaire analysis suggested that both the methods provoked self-learning (45%). Thematic analysis demonstrated the positive experiences like motivated self-learning, clinical application, better understanding than theory classes and drawbacks being time consuming and fear of presentation.Conclusions: Since the study included both qualitative and quantitative analysis, the results can be elucidated comprehensively. This study implies that CBL and MCQ are effective and can be implemented into the curriculum of Pharmacology. This study can serve as an evidence to incorporate these tools in the curriculum.

Revisiting the use of concept maps in a large enrollment general chemistry course: implementation and assessment

2020 ◽  
Vol 21 (1) ◽  
pp. 37-50 ◽  
Author(s):  
Lance E. Talbert ◽  
James Bonner ◽  
Kiana Mortezaei ◽  
Cybill Guregyan ◽  
Grace Henbest ◽  
...  
Keyword(s):  
General Chemistry ◽  
Concept Mapping ◽  
Conceptual Understanding ◽  
Concept Maps ◽  
Concept Map ◽  
Academic Preparation ◽  
Concept Inventory ◽  
Control Group ◽  
Post Test

In an effort to improve student conceptual understanding and help students better connect pre-existing knowledge to new ideas, a concept map assignment was implemented in a first-year college level general chemistry course. This implementation included a quasi-experiment that was carried out in discussion group recitation sections within a third-quarter general chemistry course. Students enrolled in a single section of the course were divided into two groups in which a concept map treatment was compared to a control group that completed short journal entries. Comparison of a concept inventory post-test using an independent samples t-test indicates students in the concept map treatment appear to perform better than the students in the journal control group (t = 2.34, mean difference = 0.844, p < 0.05). However, a multi-variable regression analysis in which the concept inventory post-test scores were compared between the treatment and control groups, while traits related to incoming academic preparation were held constant, suggests there was no significant difference in performance (unstandardized b = 0.222, p = 0.540). The quality of the students’ concept maps was also evaluated and correlated to student performance on the concept inventory, and it appears students who were better at concept mapping made greater gains in conceptual understanding (Pearson's r = 0.295, p < 0.05). When the relationship between the quality of concept mapping and concept inventory post-test was determined while holding constant covariates related to incoming academic preparation, the unstandardized B coefficient was positive, but was not significant at the p = 0.05 level (unstandardized b = 0.215, p = 0.134) This study does not provide unequivocal evidence that a concept map treatment leads to greater gains in conceptual understanding compared to a control population, or that students with better concept mapping skills performed better on the concept inventory instrument. Nevertheless, a template for implementing a concept map assignment in a large enrollment course is provided, and the results presented herein might prompt chemistry instructors to consider including concept map assignments in their instructional toolbox.

scholarly journals THE EFFECT OF USING CONCEPT MAPS AS ADVANCE ORGANIZERS IN ENGLISH LESSONS ON THE ACADEMIC ACHIEVEMENT OF STUDENTS

2020 ◽  
Vol 8 (50) ◽  
Keyword(s):  
Academic Success ◽  
Test Scores ◽  
Concept Maps ◽  
Meaningful Learning ◽  
Advance Organizers ◽  
Control Group ◽  
Significant Difference ◽  
Post Test ◽  
And Gender ◽  
Experimental Group

Meaningful learning is a learning model developed by Ausubel (1960). This learning model is based on expository teaching and advance organizers play an important role in it. In this study, concept maps are used as advance organizers. The purpose of this study is to determine whether the academic success of the experimental group in which advance organizers are used differs from the control group and whether there is a relationship between academic success and gender. The study was conducted with 56 undergraduate students who are in their first year at a private university in Istanbul in the academic year of 2019-2020. In the study which is carried out by using quasi-experimental design with pre-test post-test control group, there is 1 experimental group with 28 students, and 1 control group with 28 students. The treatment was applied for 6 weeks. In the experimental group, the lessons were taught by using concept maps as advance organizers. In the control group, traditional method was used. Data were collected using the multiple choice test formed by the researcher with 40 questions as pre-test and post-test. As a result of the data analysis done by SPSS 24 package program, no significant difference was found between pre-test scores of the two groups. A significant difference was found between post-test scores of the groups in favor of the experimental group. However, no significant difference was found between academic success and gender. Keywords: Meaningful learning, advance organizers, concept map, academic success

scholarly journals The Impact of Using Indicative Concept Map Technique of Teaching on Students’ Reading Comprehension in the Region of Kurdistan A Co- Research Paper Submitted

لارك ◽  
2019 ◽  
Vol 1 (10) ◽  
pp. 1-18
Author(s):  
Nada Jabbar Abbas ◽  
Kusai Tawfiq Ghazal
Keyword(s):  
Reading Comprehension ◽  
Concept Mapping ◽  
Concept Maps ◽  
Concept Map ◽  
Mapping Technique ◽  
Control Group ◽  
Control Groups ◽  
The Mean ◽  
The Impact ◽  
Experimental Group

           Reading skill has not been given enough care by the teachers of English language in the classrooms so students are no more good readers. As a result students should be aware of the strategies that they can follow when they start reading in order to make the reading process a fruitful process. One of the reading techniques that help students comprehend what they read is the concept mapping technique of teaching (CM). The researchers conducted a study to investigate the effect of using the indicative concept mapping technique  on the students' reading comprehension achievement . Therefore, this study tries to answer the following question: “Is there a statistically significant difference between the mean scores attained by the experimental group and those attained by the control group on reading comprehension on the post-test that can be attributed to the concept mapping technique”?           To answer this question, the researchers selected two groups of students randomly to form the experimental and the control groups with (20) students for each group. The two groups set for pre-test to assure that the two groups are equivalent. The experimental group was taught reading comprehension (RC) lessons through the use of indicative concept map technique. On the other hand, the controlling group was taught by the traditional technique of teaching reading comprehension.            The findings revealed that there are significant differences between the mean scores attained by the experimental group and those attained by the control group in favor of the experimental group due to the use of Concept mapping technique; therefore, the researchers rejected the null hypothesis and accepted the alternative one which indicates that there is a significant differences between the experimental and the control groups. The researchers recommended in light of the findings that the students should be encouraged to follow the concept mapping technique while reading and to engage students in such activities that allow them to transfer more and more lessons into different types of concept maps.

scholarly journals Does Learning from Giving Feedback Depend on the Product Being Reviewed: Concept Maps or Answers to Test Questions?

2021 ◽  
Author(s):  
Natasha Dmoshinskaia ◽  
Hannie Gijlers ◽  
Ton de Jong
Keyword(s):  
Test Scores ◽  
Concept Maps ◽  
Learning Experience ◽  
Peer Feedback ◽  
School Students ◽  
Research Directions ◽  
Different Types ◽  
Post Test ◽  
Giving Feedback

AbstractGiving feedback to peers can be a valuable learning experience for a feedback provider. However, different types of products require different types of feedback, which, in turn, may lead to different learning outcomes. The current study investigates the effect on the learning of feedback providers of reviewing different types of products. Secondary school students (n =127) were randomly assigned to one of the two conditions: giving peer feedback on either concept maps or answers to open-ended test questions. Both types of product, created by the researchers, were comparable with regard to content: they included the same misconceptions and were both of average quality. Giving peer feedback was part of a chemistry lesson delivered in an online inquiry learning environment. Students’ post-test scores, their own learning products, and the quality of the provided feedback were analysed to check for an effect on learning. There was no difference in post-test scores between the conditions, but the quality of the provided feedback predicted post-test scores. This indicates that it is not the type of product reviewed that matters, but the effort that students put into giving feedback. Possible implications for practice and further research directions are discussed.

scholarly journals From representing to modelling knowledge: Proposing a two-step training for excellence in concept mapping

2017 ◽  
pp. 366-379
Keyword(s):  
Concept Mapping ◽  
Cognitive Load Theory ◽  
Concept Maps ◽  
Concept Map ◽  
Second Step ◽  
Mapping Technique ◽  
Face To Face ◽  
Load Theory ◽  
Sequential Training ◽  
Graphical Structure

Training users in the concept mapping technique is critical for ensuring a high-quality concept map in terms of graphical structure and content accuracy. However, assessing excellence in concept mapping through structural and content features is a complex task. This paper proposes a two-step sequential training in concept mapping. The first step requires the fulfilment of low-order cognitive objectives (remember, understand and apply) to facilitate novices’ development into good Cmappers by honing their knowledge representation skills. The second step requires the fulfilment of high-order cognitive objectives (analyse, evaluate and create) to grow good Cmappers into excellent ones through the development of knowledge modelling skills. Based on Bloom’s revised taxonomy and cognitive load theory, this paper presents theoretical accounts to (1) identify the criteria distinguishing good and excellent concept maps, (2) inform instructional tasks for concept map elaboration and (3) propose a prototype for training users on concept mapping combining online and face-to-face activities. The proposed training application and the institutional certification are the next steps for the mature use of concept maps for educational as well as business purposes.

scholarly journals The Effects of the Course of Intelligence Games Towards Student's Attitudes

2017 ◽  
Vol 2 (4) ◽  
pp. 27
Author(s):  
Ali Ozkaya
Keyword(s):  
Problem Solving ◽  
Test Scores ◽  
Attitude Scale ◽  
Mathematics Attitudes ◽  
Control Group ◽  
Control Groups ◽  
Mathematics Attitude ◽  
Post Test ◽  
And Control ◽  
Experimental Group

Various games and activities of students can be used as an effective tool in the development of mental capacities, skills and intelligence games. Intelligence games are games that have all kinds of problems, including real problems. So it is a good tool to teach problem solving. The course of intelligence games will enable students to develop capacity for problem perception and assessment, to create different perspectives, to be able to make quick and correct decisions when they encounter problems, to develop a problem-solving and problem-solving habit, and to use reasoning and logic effectively. Therefore, it is appropriate to use a stepwise teaching approach to teaching mental games. In the middle school the course of intelligence games teaching program, learning areas are divided into 6 categories according to game categories: Reason Execution and Transaction Games, Verbal Games, Geometric - Mechanics Games, Strategy Games, Memory Games and Intelligence Questions [1]. The purpose of this research is to examine the effects of the course of intelligence games on the mathematics attitudes of Grade 5 students. Research was conducted in the 5th Grade of a private school in Antalya province. The experimental part of the research is comprised of the effects of the course of intelligence on students’ mathematics attitudes. This part of the research is conducted by the pretest-post-test control group design. Of two equal classes, one group is randomly assigned to be the experimental group and the other the control group; pre-test and post-test measurements were carried out in both groups. Experimental design with control group was used in the research. Mathematics attitude scale was used as pre-test and post-test in the research. In the analysis of the data, t test was used to compare the pretest and posttest scores. Between the pretest and the posttest, the lectures in the experimental group were carried out during the education period, including 2 hours per week. The lessons are supported each week by different activities of mental games. In the control group, teaching was done according to the current curriculum. To determine whether there is a meaningful difference between pre-test and post-test scores of experiment and control groups, analyzes were tried to determine the effect of mental games on math attitude. According to the results of the analysis, it was found that the students in the experimental and control groups had a significant difference between their pre-test scores and post-test scores within the mathematics attitude scale.

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