The Impact of Choice and Concept Maps on Chemistry Learning Performance

• In Event: Student-Centered Approaches in Postsecondary STEM

Abstract

Research on the effectiveness of concept maps is extensive. However, little is known about the effects of choice on enhancing knowledge with concept maps. Hence, this study examines whether providing students the autonomy to choose concept map activities facilitates chemistry learning performance in ecologically-valid environments. The study used a 2 x 3 factorial design in which condition (choice vs. no-choice) was crossed with concept map activities (map translation, map correction, and fill-in-the-blank). Students (N = 647) were randomly assigned to study Quantum numbers. Learning performance was measured via retention, transfer, and map quality scores. Choice concept map conditions (fill-in-the-blank) outperformed no-choice concept map conditions on map quality and retention scores. Theoretical and practical implications are discussed.

Authors

• Oluwafemi J. Sunday, Washington State University
  Presenting Author

• Olusola Olalekan Adesope, Washington State University
  Presenting Author

• Oluwasola Samuel Oni, Washington State University
  Presenting Author

• Rachel Min Wong, University of Tennessee
  Presenting Author

• Krista Nishida, Washington State University
  Presenting Author