Date of Award/Publication

2002

Document Type

Thesis

Degree Name

MS in Mathematics, Science, and Technology Education

Abstract

The effect of concept mapping on students' perceived understanding of science concepts was investigated Concept maps as a tool to assess understanding, to identify misconceptions, and to correct misconceptions were also studied. The participants in the study were three eighth graders, two girls and one boy. The students created two concept maps that were quantitatively analyzed based on the links, propositions, and cross-links for understanding and misconceptions. A questionnaire was used to find out if the students had misconceptions and to determine feelings on concept mapping and helping them to understand. The research found that concept maps make it easier for the students to understand the content. Examination of the students' concept maps revealed misconceptions that were corrected.

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