Poster #23 - Static and Interactive Concept Maps to Enhance Learning Performance in Chemistry

• In Event: 18.060 - MTCC Poster Session Two
  In Poster Session: 18.060-3 - Research on Science Teaching and Learning Poster Session 1

Abstract

Learning from concept maps requires learners to engage in generative learning as they select relevant information to create nodes, organize relationships between nodes via links, and integrate new information with prior knowledge. While meta-analyses summarizing empirical studies have identified learning with concept maps as an effective learning strategy, little is known about the effectiveness of interactive maps in enhancing learning performance of students in higher education, particularly in ecologically valid educational contexts. This study examined the effectiveness of static and interactive concept maps on students’ chemistry learning performance. Data from 421 participants were analyzed. Results show that students in the fill-in-the-concepts condition scored significantly lower than mean score for the fill-in-the-labels condition and the static condition. Further implications are discussed.

Authors

• Rachel Min Wong, Washington State University - Pullman

• NarayanKripa Sundararajan, International Society for Technology in Education

• Olusola Olalekan Adesope, Washington State University

• Krista Nishida, Washington State University - Pullman