Prev. Article Next Article Table of Contents

Article

Assessing Student Understanding of General Chemistry with Concept Mapping

Your current credentials do not allow retrieval of the full text.

Purchase the full-text

PDF/HTML,
figures/images,
references and tables,
(where available)

Joseph S. Francisco , Mary B. Nakhleh , Susan C. Nurrenbern and Matthew L. Miller

Department of Chemistry, Purdue University, West Lafayette, IN 47907-1393

J. Chem. Educ., 2002, 79 (2), p 248

DOI: 10.1021/ed079p248

Publication Date (Web): February 1, 2002

Section:

History, Education, and Documentation

Abstract

The ability of students to construct connections between chemistry concepts is of major concern to educators. This study, conducted in a large-enrollment introductory chemistry course, investigated whether concept maps constructed by students helped develop increased understanding of chemical concepts. Three cycles of research, implemented during three different semesters, used concept maps in a variety of situations to enhance student understanding. Cycle one utilized concept maps as homework assignments and as a post-laboratory assignment. Cycle two utilized concept maps as homework assignments and as assessment techniques on weekly quizzes. Cycle three used concept maps as group activities and as optional assessment techniques.

Results indicated that concept maps provided an excellent tool for students to generate meaningful connections between chemical concepts. Evidence is given that concept maps can be used to provide students, professors, and teaching assistants with information about a student's conceptual understanding. A grading rubric for assessing student concept maps is also presented. Several issues regarding the use of concept maps as assessment tools and the attitudes of students and teaching assistants toward the instructional use of concept maps are discussed.

Keywords (Audience):

First-Year Undergraduate / General

Keywords (Domain):

Chemical Education Research

Keywords (Feature):

Chemical Education Research

Keywords (Pedagogy):

Testing / Assessment

Keywords (Subject):

TA Training / Orientation

View: Hi-Res PDF | PDF w/ Links

Citing Articles

View all 8 citing articles

Citation data is made available by participants in CrossRef's Cited-by Linking service. For a more comprehensive list of citations to this article, users are encouraged to perform a search in SciFinder.

This article has been cited by 8 ACS Journal articles (5 most recent appear below).

Bringing Out the “Main Characters” in General Chemistry: Can Creating a Sense of Narrative in the Classroom and for the Textbook Aid Long-Term Memory?
Junyoung Chang , David Churchill
Journal of Chemical Education2011 88 (4), 408-414
- Bringing Out the “Main Characters” in General Chemistry: Can Creating a Sense of Narrative in the Classroom and for the Textbook Aid Long-Term Memory?
  Junyoung Chang , David Churchill
  Journal of Chemical Education2011 88 (4), 408-414
  A new approach for teaching general chemistry is presented and discussed. Importantly, a storyline approach is provided in which the same chemical item or concept is reintroduced and embellished from chapter to chapter. The intention is to bring more ...
  Abstract | Full Text HTML | Hi-Res PDF | PDF w/ Links
Using Concept Maps To Teach a Nanotechnology Survey Short Course
David D. Moyses, Jennifer L. Rivet and Bradley D. Fahlman
Journal of Chemical Education2010 87 (3), 285-290
- Using Concept Maps To Teach a Nanotechnology Survey Short Course
  David D. Moyses, Jennifer L. Rivet and Bradley D. Fahlman
  Journal of Chemical Education2010 87 (3), 285-290
  We describe the use of concept maps within a 4-week nanotechnology survey course, designed for first-year undergraduate students. Because of the extremely short time frame of the class, students would be inundated with an overwhelming number of new ...
  Abstract | Full Text HTML | Hi-Res PDF | PDF w/ Links
Importance of a Theoretical Framework for Research
Michael R. Abraham
2008 976 (), 47-66
- Importance of a Theoretical Framework for Research
  Michael R. Abraham
  2008 976 (), 47-66
  Research in chemical education should be theory-based. Although this assertion would seem to most to be non-controversial, it is common to find research studies in the literature without the grounding of theory. Some would claim that theory is not ...
  Abstract | Hi-Res PDF | PDF w/ Links
Qualitative Research Designs in Chemistry Education Research
Stacey Lowery Bretz
2008 976 (), 79-99
- Qualitative Research Designs in Chemistry Education Research
  Stacey Lowery Bretz
  2008 976 (), 79-99
  Qualitative research methodologies are uniquely suited to exploring the mechanisms of teaching and learning chemistry. This chapter examines the issue of the fit between research question and research design, as well as provides an overview of the ...
  Abstract | Hi-Res PDF | PDF w/ Links
Concept Maps for General Chemistry
Boyd L. Earl
Journal of Chemical Education2007 84 (11), 1788
- Concept Maps for General Chemistry
  Boyd L. Earl
  Journal of Chemical Education2007 84 (11), 1788
  Two concept maps have been developed to represent the organization of the material in a first-semester general chemistry course into two overall themes: a structure and properties theme and a quantitative chemical relationships theme. By providing these ...
  Abstract | Hi-Res PDF | PDF w/ Links