You are here:

Use of Technology-Assisted Techniques of Mind Mapping and Concept Mapping in Science Education: A Constructivist Study
ARTICLE

Irish Educational Studies Volume 32, Number 4, ISSN 0332-3315

Abstract

The study aims to investigate the effects of using mind maps and concept maps on students' learning of concepts in science courses. A total of 51 students participated in this study which used a quasi-experimental research design with pre-test/post-test control groups. The constructivist-inspired study was carried out in the sixth-grade science course unit of "Light and Sound" in a primary school with two experimental groups and one control group. The intervention was held in the experimental group 1 by using technology-assisted technique of mind mapping, in the experimental group 2 by using technology-assisted technique of concept mapping, and in the control group by means of traditional classroom instruction. After the intervention in the experimental groups, concept tests and open-ended questions related to the unit were used as post-tests. According to the data obtained from concept tests, it was found out that all groups' understanding of concepts was equivalent. Significantly, students in the experimental group 2 reported positive opinions, stating that learning through concept maps was useful and engaging.

Citation

Balim, A.G. (2013). Use of Technology-Assisted Techniques of Mind Mapping and Concept Mapping in Science Education: A Constructivist Study. Irish Educational Studies, 32(4), 437-456. Retrieved December 3, 2021 from .

This record was imported from ERIC on November 3, 2015. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords