The Effectiveness of Self-Constructed and Correction Concept Map Activities on Chemistry Learning

• In Event: Science Learning Experiences of Students in K–12 Classrooms

Abstract

Concept maps are effective tools for meaningful learning. Nevertheless, little is known about the effects of different concept map activities and their qualities. This study investigated the effects of two different concept map activities: (a) self-constructed concept map and (b) map correction on students’ learning performance. Moreover, we examined the relationship between concept map qualities and learning. Results showed that there is no significant difference between the two groups in knowledge retention and transfer. Concept map activity qualities showed significant differences even though prior knowledge was at a similar level. Concept map activity qualities predicted knowledge retention but did not predict transfer regardless of activity forms. Scholarly and practical significance is also discussed.

Authors

• Gan Jin, Washington State University

• Chloe G. Dydasco, Washington State University

• Olusola Olalekan Adesope, Washington State University

• Oluwafemi J. Sunday, Washington State University

• Krista Nishida, Washington State University

• Felicia O. Adesope, Washington State University

• Shenghai Dai, Washington State University