Effects of Different Concept Mapping Activities on Chemistry Learning

• In Event: AERA Poster Session 5
  In Poster Session: Improving Technology Practices Through Innovative Design and Integration Methods

Abstract

There is widespread evidence showing that concept maps are effective for learning. However, little is known about the effects of various forms of concept maps. We conducted an experiment to test the comparative effectiveness of three concept mapping activities: (i) translating a complete map, (ii) filling in concepts in a partial map, and (iii) filling in labels in a partial map. Undergraduate students enrolled in an introductory general chemistry course were randomly assigned to the three groups. Each concept map depicted the relationships between concepts on the topic of reaction enthalpy. Results showed that the map-translation group significantly outperformed the fill-in-concepts and fill-in-labels groups in transfer performance while there were no significant differences among the three groups in conceptual understanding.

Authors

• Can Zhu, East China Normal University

• Zhe Wang, East China Normal University

• Qin Liao, East China Normal University