scholarly journals Preliminary investigations into the selective use of concept maps in teaching introductory physical chemistry to non-chemistry specialist students

2016 ◽  
pp. 43-48
Author(s):  
Julia Percival ◽  
Simon Lygo-Baker
Keyword(s):  
Biological Sciences ◽  
Physical Chemistry ◽  
Concept Mapping ◽  
Teaching Methods ◽  
Concept Maps ◽  
Course Content ◽  
Chemistry Students ◽  
Qualitative Feedback ◽  
Before And After ◽  
Preliminary Study

Recently we have undertaken a preliminary study on the introduction of concept mapping into a physical chemistry module being delivered to non-chemistry specialist students. Previously this module was known for being conceptually challenging and more unpopular amongst biological sciences students than other biological modules of similar difficulty. Here, we discuss the introduction of concept maps at certain points in the module to assist with student’s ability to connect ideas and therefore answer questions they have not previously been able answer reliably. These are combined with additional large group workshops and in-lecture examples to help the students to connect the questions with the course content. Also included are the experiences of the staff delivering the module before and after this introduction and some qualitative feedback from the students involved. This study has since lead to a change in the way introductory physical chemistry is taught to non-chemistry students at Surrey and has informed teaching methods for subsequent years.

Using Concept Maps to Enhance Students' Prior Knowledge in Complex Learning

2010 ◽  
pp. 163-181 ◽  
Author(s):  
Robert Z. Zheng ◽  
Laura B. Dahl
Keyword(s):  
Empirical Study ◽  
Prior Knowledge ◽  
Concept Mapping ◽  
Concept Maps ◽  
Cognitive Styles ◽  
Future Research ◽  
Instructional Tool ◽  
Cognitive Tool ◽  
New Learning ◽  
Before And After

As an instructional tool, concept map has been widely used to teach complex subjects in schools. Research suggests that concept mapping can help bridge learners’ prior knowledge with new learning, reduce the cognitive load involved in learning and improve comprehension, content retention, and knowledge transfer. Existing literature focuses on cognitive features, cognitive styles and differences between instructor provided and student generated concepts. However, little is known about the effects of concept maps as a cognitive tool to influence learners’ learning, specifically before and after the learning takes place. This chapter offers a discussion of general research in concept mapping and theories that support such instruction. Finally, an empirical study is presented with suggestions for future research in concept mapping.

scholarly journals Use of Concept Maps to Represent Students’ Knowledge of Research Methods in Psychology: A Preliminary Study

2004 ◽  
Vol 3 (3) ◽  
pp. 276-296 ◽  
Author(s):  
Ralph Hibberd ◽  
Erica Morris ◽  
Ann Jones
Keyword(s):  
Qualitative Study ◽  
Concept Mapping ◽  
Research Methods ◽  
Potential Application ◽  
Concept Maps ◽  
Assessment Methods ◽  
Traditional Assessment ◽  
Preliminary Study ◽  
Insight Into

This paper is a report of research on the potential validity of concept maps as a representation of students’ knowledge of research methods in psychology. Concept maps may provide insight into the content and structure of students’ knowledge that traditional assessment methods do not. In this paper we examine the rationale underlying the use of concept maps and issues associated with their use. We also report a qualitative study in which we employed concept maps to assess students’ knowledge. Finally, there is a description of a potential application of concept mapping to the evaluation of students’ knowledge, currently being investigated by the authors.

scholarly journals Integrating Knowledge, Feelings and Action: Using Vee Heuristics and Concept Mapping in Education for Sustainable Development

2008 ◽  
Vol 10 (1) ◽  
pp. 42-55 ◽  
Author(s):  
Jacqueline Vanhear ◽  
Paul Pace
Keyword(s):  
Sustainable Development ◽  
Concept Mapping ◽  
Concept Maps ◽  
Education For Sustainable Development ◽  
Pedagogical Tools ◽  
Learning Patterns ◽  
Long Run ◽  
Incoming Information ◽  
Before And After ◽  
Research In Education

Integrating Knowledge, Feelings and Action: Using Vee Heuristics and Concept Mapping in Education for Sustainable DevelopmentAlthough children are regularly showered with environmental knowledge, this is rarely transformed into concerned action, probably because it is not meaningful for the learner and/or is highlighted at the expense of a personalized process of learning. Research in Education for Sustainable Development shows that besides knowledge acquisition feelings, psychological factors and active participation while learning are important determinants of commitment. Fostering an attitude of responsible environmental action is not dependent on what knowledge is delivered, but on how it is delivered and experienced. This paper describes the use of Vee Heuristics and Concept Mapping as pedagogical tools within the context of primary school learners' different learning patterns. It provides illustrations of Concept Maps constructed before and after the learning programme and discusses some implications of the findings. This paper suggests that the use of Vee Heuristics and Concept Mapping along with an awareness of how the child prefers to learn may be steps towards tapping-in the child's internal talking so that educators can understand how each learner responds to incoming information. Learning about environmental issues becomes relevant, meaningful and, in the long run, conducive to improved environmental responsible behaviour.

The Effect of Concept Mapping on Critical Thinking of Jordanian Nursing Students

2020 ◽  
Vol 26 (1) ◽  
pp. e19-e24
Author(s):  
Huthaifah Khrais ◽  
Ali M. Saleh
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Concept Mapping ◽  
Concept Maps ◽  
Assessment Tool ◽  
Teaching Strategy ◽  
Traditional Lecture ◽  
Before And After ◽  
Quasi Experimental ◽  
The Mean

AimThe aim of this study was to explore the effectiveness of concept maps in improving the critical thinking of nursing students.MethodThis quasi-experimental study was conducted using a pretest–posttest design among two groups of a total of 115 nursing students. Participants were either exposed to concept mapping sessions or taught with traditional lecturing; the assessment tool was a test of critical thinking completed before and after the intervention.ResultsThe mean scores for critical thinking were higher in the group that engaged in mapping sessions compared to the traditional lecture group.ConclusionThis study supports the usefulness of concept maps as a teaching strategy to promote development of nursing students' critical thinking abilities. These findings could provide valuable evidence for establishing concept mapping as a promising teaching strategy for nursing students.

PENERAPAN STRATEGI BELAJAR PEMETAAN KONSEP DALAM PEMBELAJARAN SISTEM SYARAF PADA MANUSIA (UPAYA PENINGKATAN KEBERMAKNAAN KONSEP PADA SISWA KELAS VIII MTS N 1 KOTA BENGKULU

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Zetmi Heryanti
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Concept Mapping ◽  
Concept Maps ◽  
Concept Map ◽  
Student Learning Outcomes ◽  
Second Grade ◽  
Before And After ◽  
Nerve System ◽  
Better Than

Abstract: This research aims to determine the ability of students in preparing the concept mapping and its relation with the learning results of second grade student of MTsN 1 Bengkulu city in learning the nerve system using concept maps without the help of diagram and concept maps with the help of diagram. Data collection is done through the instrument in the form of tests conducted at the time before and after delivery of the material. The test aims to obtain data about student learning outcomes. This research is conducted through two actions, the first action is the concept mapping without the aid of diagram and on the second act of concept mapping with the help of diagram. Based on t test at the level of confidence 1% can be stated that the level of achievement of student learning outcomes concept map without using the diagram and concept map using the t value is 9.901 and t table value is 2.704. So it can be concluded that there are differences in learning outcomes with concept mapping without diagram and mapping the concept with the diagram which the result of learning concept mapping with the help of diagram better than the mapping of the concept without the diagram. Keywords: The concept mapping Abstrak: Penelitian ini bertujuan untuk mengetahui Kemampuan siswa dalam menyusun pemetaan konsep serta hubungannya dengan hasil belajar siswa kelas II MTsNKodia Bengkulu dalam pembelajaran sistem syaraf dengan menggunakan peta konsep tanpa bantuan carta dan peta konsep dengan bantuan carta. Pengumpulan data dilakukan melalui instrument yang berupa tes yang dilakukan pada saat sebelum dan sesudah penyampaian materi.Tes ini bertujuan untuk memperoleh data tentang hasil belajar siswa. Penelitian ini dilaksanakan melalui dua tindakan, tindakan pertama yaitu pemetaan konsep tanpa bantuan carta dan pada tindakan kedua pemetaan konsep dengan bantuan carta. Berdasarkan uji t pada tingkat kepercayaan 1 % dapat dikemukakan bahwa tingkat pencapaian hasil belajar siswa peta konsep tanpa menggunakan carta dan peta konsep dengan menggunakan carta nilai t hitungnya adalah 9,901 dan nilai t tabel adalah 2,704.Jadi dapat disimpulkan bahwa terdapat perbedaan hasil belajar dengan pemetaan konsep tanpa carta dan pemetaan konsep dengan carta yang mana hasil belajar pemetaan konsep dengan bantuan carta lebih baik dari pada pemetaan konsep tanpa carta. Kata Kunci: Peta Konsep

scholarly journals Developing Chemistry Students’ Study Skills through Integration of Visual Organizers in Teaching ESP

2016 ◽  
Vol 2 (1) ◽  
pp. 22-29
Author(s):  
Anastasia Sitnikova ◽  
Olga Simonova ◽  
Mrityunjoy Kar
Keyword(s):  
Study Skills ◽  
Concept Maps ◽  
Venn Diagram ◽  
Control Group ◽  
Teaching English ◽  
Chemistry Students ◽  
English Classes ◽  
Significant Difference ◽  
Before And After ◽  
Experimental Group

This study is aimed at development chemistry students’ study skills through integration of visual organizers (VOs) in teaching English for Special Purposes (ESP). The research specifically examined the students’ attitude toward the chemistry content of English classes and the achievement of two groups of 54 students under study. The results of the study indicated that there is a significant difference between the level of study skills in dealing with chemistry in English of the students in the experimental group before and after the experiment. The result of students’ perception about visual organizers, as a strategy and approach to teaching English through chemistry, highlighted the rаtionale in this undertaking. All communicative activities and presentations used by the teacher in the class incorporating visual organizers in identified formats such word webbing, web diagram, flowcharts, concept maps, Venn diagram and pictorial graphics obtained a positive perception of chemistry information in English. Performance, on the other hand, indicated the VO’s effectiveness in facilitating the learning of English and study skills development. This analysis implied that the experimental group performed significantly better than their peers in the control group. Facilitating English learning through chemistry content can be made through integrating visual organizers that help develop students’ study skills. Hence, the use of visual organizers effect changes in learning chemistry content for the better. Visual organizers help students perform better and improve their attitude toward learning English for professional communication.

scholarly journals PENERAPAN PETA KONSEP (CONCEPT MAPPING) DAN BADAN DIKOTOMI KONSEP (BDK) SERTA PENGARUHNYA TERHADAP PENGUASAAN KONSEP SISWA DI MA AL-FATAH PALEMBANG

1970 ◽  
Vol 4 (2) ◽  
pp. 62-71
Author(s):  
Jhon Riswanda ◽  
Dini Afriansyah
Keyword(s):  
Learning Outcomes ◽  
Concept Mapping ◽  
Concept Maps ◽  
Circulatory System ◽  
Before And After

The purpose of this study was to look at the effect of Concept Maps and BDK on circulatory system material in humans on the mastery of student concepts based on the Bloom Tax Revision C1-C6. Methodology is an experimental Quasy which  compares  between  two  methods.  The  results  showed  that  there  were significant differences between before and after treatment with Concept Maps and BDK with average N -Gain being 0.31 for Concept Maps and 0.41 for BDK, where in all categories showed a significant increase after treatment, except C6. This result shows that concept maps and BDK are highly recommended as a method especially mastery of student concepts approach to mastering learning outcomes, recommended for originating from the Koran, which is highly application in the field.

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.

scholarly journals A preliminary study on diabetes self-management education and glycemic control among patients with diabetes mellitus

2019 ◽  
Vol 9 (9) ◽  
pp. 98 ◽  
Author(s):  
Kisokanth G. ◽  
Indrakumar J. ◽  
Prathapan S. ◽  
Joseph J. ◽  
Ilankoon I.M.P.S.
Keyword(s):  
Diabetes Mellitus ◽  
Glycemic Control ◽  
Management Education ◽  
Self Management ◽  
Rank Test ◽  
Diabetic Patients ◽  
Effective Measure ◽  
Before And After ◽  
Patients With Diabetes ◽  
Preliminary Study

This study was aimed to assess the effectiveness of diabetes self-management education (DSME) in the improvement of glycemic control among patients with type 2 Diabetes Mellitus (T2DM) in Batticaloa District, Sri Lanka. The study was a prospective interventional study and conducted as a preliminary study at medical clinic, Base hospital, Kaluwanchikudy, Batticaloa. Thirty patients with T2DM were included based on inclusion and exclusion criteria. A structured individual diabetes self-management education for 10 hours (one hour per week) was delivered to diabetic patients by the trained Nurse Health Educator. Glycosylate hemoglobin (HbA1c) was assessed as a main outcome measure and Fasting Blood Sugar (FBS), Body Mass Index (BMI) of each patient were also measured and recorded before and after the intervention. The respondent rate was 96.7% (n = 29). Majority of them were females (n = 25, 86.2%). A Wilcoxon signed rank test showed that DSME had a statistically significant reduction in HbA1c [8.60 (IQR 2.60) vs. 7.40 (IQR 2.10), p = .000] and FBS level [159.00 (IQR 77.50) vs. 134.00 (IQR 40.50), p = .002] at 3 months of intervention. The mean BMI at baseline was higher compared to 3 months of intervention [24.88 (SD ± 3.06) vs. 24.19 (SD ± 2.79)] which was statistically significant (p = .000). Majority of participants (n = 22, 75.9%) had improved their HbA1c level by ≥ 0.5% in 3 months. The diabetes self-management education is an effective measure in improving glycemic control and other clinical parameters among patients with T2DM. Thus, DSME needs to be implemented among clinic patients with T2DM for the better outcome and the preventions of complications.

scholarly journals Changes of Walking Activity During the First Cycle Phases of COVID-19 Pandemic: A Case Study of Seoul, Korea

2021 ◽  
pp. 193758672110265
Author(s):  
Youngjun Park ◽  
Haekwon Chung ◽  
Sohyun Park
Keyword(s):  
Public Health ◽  
Physical Inactivity ◽  
Voluntary Participation ◽  
Walking Activity ◽  
Significant Difference ◽  
Before And After ◽  
Acceleration And Deceleration ◽  
Preliminary Study ◽  
The Government

Aim: This study explores the changes in regular walking activities during the phases of the pandemic. Background: With the spread of COVID-19 transmission, people are refraining from going out, reducing their physical activity. In South Korea, COVID-19 broke out in the 4th week of 2020 and experienced the first cycle phases of the pandemic, such as outbreak, widespread, and decline. In response to the pandemic, the government encouraged voluntary participation in social distancing campaigns, and people reduced their outside activities. Methods: This article examines the decrease and increase of the Prevalence of Regular Walking (≥30 min of moderate walking a day, on ≥5 days a week) by the COVID-19 phases. This study is based on weekly walking data for 15 weeks in 2020, via the smartphone healthcare app, which is managed by 25 public health offices of the Seoul government. Results: According to the findings, the level of prevalence of regular walking (PRW) has a significant difference before and after the outbreak, and every interval of the four-stage COVID-19 phases, that is, pre-pandemic, initiation, acceleration, and deceleration. The level of PRW sharply decreased during initiation and acceleration intervals. In the deceleration interval of COVID-19, the PRW kept increasing, but it has not yet reached the same level as the previous year when the COVID-19 did not exist. Conclusions: As a preliminary study, this study explains empirically how COVID-19 changed PRW in Seoul. It would be helpful to enhance our understanding of the changes in physical inactivity in the pandemic period.

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