Effects of Scaffolding and Self-Efficacy in Concept Maps Learning Effectiveness for Chemistry Students.

• In Event: Research on Undergraduate Science Teaching and Learning

Abstract

While concept mapping is a valuable tool for organizing and representing knowledge, the complexity and variability in how concepts are understood, connected, and represented make learners less receptive to using concept maps. Thus, the need to drive their interest through scaffolding and motivating them so as to better recognize its value. In this quasi-experimental study, a one-way multivariate analysis was conducted to examine the mean differences among the three scaffold conditions (expert-constructed, concepts only, concepts and labels), while we indicate the dimensions of perceived helpfulness of concept map. Learning performance was assessed through retention, open-ended, and map completion scores. Concept-labels and concept-only scaffolds are effective in promoting learning.

Authors

• Deborah G. Fabiyi, Washington State University

• Olusola Olalekan Adesope, Washington State University

• Oluwafemi J. Sunday, Washington State University

• Oluwasola Samuel Oni, Washington State University

• Krista Nishida, Washington State University