The Effects of Concept Map Teaching Strategy in Undergraduate Organic Chemistry Course

Google Apps for Education (GAFE) is a technology is provided and designed for college by promoting the use of information technology and collaboration. One of Google Apps for Education products is Google Classroom being a learning media between for Lecturers and Students to build interactive communication. Interactive communication leads to good feedback in the form of educational transformation from learning source to learner. This is what improves the engagement for the students themselves. By the concept of digital classroom, students no longer just sit passively in the classroom, they are interested in themselves to explore the things offered by technology. Building interactive communication among students need a good strategy. Strategy not only serves as a concept map that shows only direction, but is able to demonstrate operational tactics to achieve the established goals. A teacher or lecturer who does not have a good teaching strategy will not be able to create good communication with students. Building interactive communication among students need a good strategy. Strategy not only serves as a concept map that shows only direction, but is able to demonstrate operational tactics to achieve the established goals. A teacher or lecturer who does not have a good teaching strategy will not be able to create good communication with students.

Download Full-text

Concept Mapping as an Innovative Teaching Strategy to Enhance Cognitive Learning in Nursing Administration Course

International Journal for Innovation Education and Research ◽

10.31686/ijier.vol2.iss7.204 ◽

2014 ◽

Vol 2 (7) ◽

pp. 11-25

Author(s):

Eman Salman Taie

Keyword(s):

Concept Mapping ◽

Teaching And Learning ◽

Learning Strategy ◽

Teaching Strategy ◽

Concept Map ◽

Cognitive Learning ◽

Nursing Administration ◽

Innovative Teaching ◽

Significant Difference ◽

Quasi Experimental

Background Concept mapping is a teaching and learning strategy that establishes a bridge between howpeople learn knowledge and sensible learning.Aim The present study aims to explore the effect of concept mapping based learning on students' cognitivelearning levels in nursing administration course.Methods It is a quasi- experimental study. The study was conducted in faculty of nursing –Helwan University.Subjects were composed of all 4th year students (102) in faculty of nursing –Helwan University, for the academicyear 2012-2013, . Two types of Questionnaire formats were used (Students’ knowledge about conceptmapping questionnaire format and satisfaction questionnaire format) plus concept map assessment Rubricand students’ achievement test in collecting data for this study.Findings The majority of the experimental students before awareness sessions were lack knowledge aboutconcept mapping. Also, regarding applications concept map scoring rubric assignments the majority of theexperimental students had moderate score in the 1st assignment and high score in 2nd assignment. As evident,the majority of the studied students either control or experimental had low score in pre-test. While, in the posttestthe majority of experimental had high score. Most of them perceived concept mapping positively as alearning tool.Conclusion There was a high significant difference between experimental students' knowledge about conceptmapping before and after awareness sessions, concept mapping improved students’ meaningful learninglevels. Finally, most of experimental students perceived concept mapping positively.

Download Full-text

Improving Student's Self-efficacy by Using Concept Map as A promising Teaching Strategy

International Journal of Nursing ◽

10.15640/ijn.v8n1a5 ◽

2021 ◽

Vol 8 (1) ◽

Keyword(s):

Self Efficacy ◽

Teaching Strategy ◽

Concept Map

Download Full-text

Teaching Strategy of Organic Chemistry in University Based on Triple Representations

Daxue Huaxue ◽

10.3866/pku.dxhx201601039 ◽

2016 ◽

Vol 31 (10) ◽

pp. 44-48

Author(s):

Wei-You ZHOU ◽

◽

Yan JIANG ◽

Chun-Bao MIAO ◽

...

Keyword(s):

Organic Chemistry ◽

Teaching Strategy

Download Full-text

PROSPECTIVE CHEMISTRY TEACHERS’ ABILITIES OF CREATING CONCEPT MAPS: HYDROCARBONS EXAMPLE

Journal of Baltic Science Education ◽

10.33225/jbse/16.15.58 ◽

2016 ◽

Vol 15 (1) ◽

pp. 58-67

Author(s):

Necla Dönmez Usta ◽

Neslihan Ültay

Keyword(s):

Organic Chemistry ◽

Key Words ◽

Concept Maps ◽

Concept Map ◽

Conceptual Learning ◽

North Coast ◽

Abstract Concepts ◽

Chemistry Teachers ◽

Research Context

Concept maps are effective tools for showing the relations between the concepts and they can be used to make clear the relations between the abstract concepts such as hydrocarbons topic. The aim of this research is to determine the abilities of prospective chemistry teachers’ (PCTs) creating concept maps about hydrocarbons. In this research , case study was used and the study was carried out in a university in North Coast of Turkey with 25 PCTs (aged 20-27). PCTs were taught how to create concept maps, types of concept maps such as hierarchical, non- hierarchical and chain or spoke concept maps through example concept maps. In this research context, PCTs were given a text about hydrocarbons and they were supposed to prepare their own concept maps about hydrocarbons. Their concept maps were evaluated according to the reference concept map which was prepared by the researchers. At the end of the research, it is seen that PCTs had difficulty in constructing concept maps. According to the conclusions drawn from the research, some suggestions were offered. Key words: concept maps, conceptual learning, hydrocarbons, organic chemistry, prospective chemistry teachers.

Download Full-text

Composite Effect of Concept Mapping and ICT on Students’ Performance in Organic Chemistry

World Journal of Educational Research ◽

10.22158/wjer.v5n3p301 ◽

2018 ◽

Vol 5 (3) ◽

pp. 301

Author(s):

Indra Sen Singh ◽

Mary Mambwe

Keyword(s):

Organic Chemistry ◽

Concept Mapping ◽

Performance Test ◽

Teaching Strategy ◽

Control Group ◽

Composite Effect ◽

Significant Difference ◽

Quasi Experimental ◽

And Control ◽

Experimental Group

Generally, the performance of students in organic chemistry in Zambia is not encouraging. This can be attributed to the nature of the subject in addition to other factors. This study explored the composite effect of concept mapping and ICT on students’ performance in selected topics in organic chemistry. One hundred and thirty-four grade 12 students were involved. Data was collected using an organic chemistry performance test. A pre-test, the post-test quasi-experimental design was adopted. The study comprised of three groups randomly assigned to experimental group one, experimental group two and a control group. Experimental group one was taught using concept mapping, experimental group two was taught using a combination of concept mapping and ICT and the control group was taught using conventional methods (discussion). ANOVA results for the three groups were F (2,131) = 2.237 and p = 0.111. This indicates that there was no significant difference amongst the three groups at the beginning of the study. After treatment the results revealed that experimental group two outperformed the other two groups with a p valuep-value 0 at F (2,131) = 2.237 at ? = 0.05. Post hoc analysis using Fisher’s Least Significant Difference (LSD) test showed that the mean scores were statistically significant amongst the three groups. A very large effect was seen between experimental group one and control and between experimental group two and control. A sizable effect was seen between experimental group one and two. The conclusion is that using concept mapping with ICT has a positive effect on the performance of students in organic chemistry. The results corroborate the findings of studies that the use of concept mapping and ICT teaching strategy improves the performance of students. Consequently, this study seems to offer a positive solution towards the enhancement of students’ performance in organic chemistry in secondary schools.

Download Full-text

Organic chemistry students' fragmented ideas about the structure and function of nucleophiles and electrophiles: a concept map analysis

Chemistry Education Research and Practice ◽

10.1039/c6rp00111d ◽

2016 ◽

Vol 17 (4) ◽

pp. 1019-1029 ◽

Cited By ~ 15

Author(s):

Mary E. Anzovino ◽

Stacey Lowery Bretz

Keyword(s):

Organic Chemistry ◽

Reaction Mechanisms ◽

Concept Map ◽

Structure And Function ◽

Cognitive Map ◽

Chemistry Students ◽

Second Year ◽

And Function ◽

Map Analysis

Organic chemistry students struggle with multiple aspects of reaction mechanisms and the curved arrow notation used by organic chemists. Many faculty believe that an understanding of nucleophiles and electrophiles, among other concepts, is required before students can develop fluency with the electron-pushing formalism (EPF). An expert concept map was created to depict an understanding of nucleophiles and electrophiles ideally held by undergraduates. Second year organic chemistry students were interviewed and asked to give examples of nucleophiles and electrophiles and to identify them in reactions. A cognitive map was created to represent each student's understanding. The students' maps were compared to the expert map, revealing that students possess fragmented ideas about the structure and function of nucleophiles and electrophiles.

Download Full-text