The Effect of Using Concept Maps as Study Tools on Achievement in Chemistry

Autor/inn/en	BouJaoude, Saouma; Attieh, May
Titel	The Effect of Using Concept Maps as Study Tools on Achievement in Chemistry
Quelle	In: EURASIA Journal of Mathematics, Science & Technology Education, 4 (2008) 3, S.233-246 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
Schlagwörter	Experimental Groups; Concept Mapping; Low Achievement; Knowledge Level; Chemistry; Academic Achievement; Science Achievement; Gender Differences; Difficulty Level; Grade 10; Foreign Countries; Control Groups; High School Students; Science Tests; Scientific Concepts; Statistical Analysis; Learning Theories; Lebanon + Suchen Sie Ihr Suchwort? Concept Map; Unterdurchschnittliche Leistung; Wissensbasis; Chemie; Schulleistung; Geschlechterkonflikt; Schwierigkeitsgrad; Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Statistische Analyse; Learning theory; Lerntheorie; Libanon
Abstract	The purposes of this study were to: (1) examine whether or not the construction of concept maps by students improves their achievement and ability to solve higher order questions in chemistry, (2) investigate the differential effect of the treatment by gender and achievement level, and (3) explore the relationships between performance on concept maps and chemistry achievement. Participants were 60 tenth-grade students randomly divided into two groups. The study spanned six weeks in a class that met five times a week. The material covered was acid-base titration and equilibrium in weak acids. The students were pre- and post-tested using a teacher-constructed chemistry test. Results showed that while there were no significant differences on the achievement total score, there were significant differences favoring the experimental group for scores on the knowledge level questions. Moreover, there were sex-achievement interactions at the knowledge and comprehension level questions favoring females and achievement level--achievement interactions favoring low achievers. Finally, there were significant correlations between students' scores on high level questions and the convergence and total concept map scores. (Contains 14 tables.) (As Provided).
Anmerkungen	EURASIA. Gazi Egitim Fakultesi, K Blok 210, Teknikokullar, Ankara, 06500 Turkey. Tel: +90-312-202-8192; Fax: +90-312-222-8483; e-mail: editor.eurasiajournal@gmail.com; Web site: http://www.ejmste.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10