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An Investigation of the Value of Using Concept Maps in General Chemistry
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Abstract
This paper reports a qualitative investigation of the effects of integrating concept maps into the freshman-level general chemistry curriculum. Ten volunteers each from two sections of general chemistry for science majors were interviewed to assess the degree to which they connected concepts from different domains. The sections were equivalent except for the integration of concept maps into one section. Concept maps were generated from the interviews and scored by multiple analysts. Students in the experimental section had significantly more links and nodes in their concept maps than students in the traditional section. There were no significant differences between the two sections in terms of the students' GPAs or years of high school chemistry.
Keywords (Audience):
High School / Introductory ChemistryKeywords (Domain):
Chemical Education ResearchKeywords (Feature):
Chemical Education ResearchKeywords (Pedagogy):
Inquiry-Based / Discovery LearningKeywords (Subject):
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This article has been cited by 6 ACS Journal articles (5 most recent appear below).
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- Received: August 03, 2009
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