Date of Award/Publication

4-2009

Document Type

Thesis

Degree Name

MS in Mathematics, Science, and Technology Education

First Supervisor

Diane Barrett

Abstract

Science curriculums are often contain concepts and vocabulary that students are expected to memorize through reading and listening to lectures. Unfortunately rote learning is often short term without a complete understanding. Concept maps are designed to use a cognitive structure of hierarchical organization with more general concepts occupying higher levels and more specific concepts at lower levels. The map is a diagram that represents conceptual and verbal knowledge in graphical and visual forms. Prior studies have shown concept maps are a meaningful learning tool and an alternative to rote learning when students work cooperatively in small groups. The study investigated the effectiveness of using concept maps in the high school chemistry classroom. The students learned from each other while working in small groups and addressed any misconceptions. The concept map is an important tool for science teachers to use for effective understanding.

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