Effect of Concept Map Formats and Motivational Variables on Chemistry Map Activity Scores

• In Event: Student-Centered Approaches in Postsecondary STEM

Abstract

Research has found concept mapping to be an effective strategy for meaningful learning in chemistry. Many of the research on concept map focus on student transfer, and retention outcome. However, little is known about the effects of various concept map format on map quality. The present experimental study investigates the effects of three concept mapping activities: map translation, fill-in-blanks, and map correction on map quality score. Students (N = 204) enrolled in an introductory chemistry course were randomly assigned to concept map format and choice no-choice groups. Results found significant differences in concept map formats with map translation and fill-in-blanks outperforming map correction on map quality score. However, we found no significant difference in choice conditions on map quality score.

Authors

• Oluwasola Samuel Oni, Washington State University
  Presenting Author

• Olusola Olalekan Adesope, Washington State University
  Non-Presenting Author

• Rachel Min Wong, University of Tennessee
  Non-Presenting Author

• Oluwafemi J. Sunday, Washington State University
  Non-Presenting Author

• Krista Nishida, Washington State University
  Non-Presenting Author