Enhancing Students’ Corresponding Reasoning of Cognitive Performances by Animated Concept Mapping in Electrochemistry

Abstract

The use of animated concept mapping (ACM) has been linked to an innovative learning skill when conducting students’ guidance of 4 corresponding reasoning processes in electrochemistry. This research aims to establish a new perspective with ACM cognitive reasoning to broaden students’ individual developments of problem-solving skills. It is followed by a quasi-experimental approach of pre-tests, post-tests and retention-tests designed for 274 qualified college students in Taiwan. All data collected from students’ learning performances and feedback is further analyzed by means of achievement covariance, t-tests and one-way ANOVA. Analytical results reveal that ACM facilitates learning comparisons and out-performances in two groups of students in different post-test and retention-test scores. Students’ positive feedback and learning disposition also provide the predominant advantage for participants’ successful reasoning processes. Pedagogical implications suggest that ACM learning performances result in more significant collaborative reasoning. Key words: animated concept mapping, corresponding reasoning processes, electrochemistry learning performances, problem-solving

Implementation of Ssi Concept Mapping as a Dynamic Learning Environment to Enhance Students' Scientific Performance

“…The Cronbach's α values are in the overall internal consistency in total scales achieves satisfactory statistical results (Salta & Tzougraki, 2004). The statistical average score was above 3.50, and all six subscales achieved positive learning attitudes (Su, 2008(Su, , 2018. In subscale Q2, students toward SSICM contexts provided the highest statistical average and expressed a positive learning attitude.…”

“…As scholars had pointed out, concept mapping (CM) was an effective cognitive learning tool with many characteristics of scientific paradigm transfer, such as integration, parsimony, visibility, and versatility (Rumelhart & Norman, 1985;Su, 2018). CM was a meaningful teaching method proposed by Novak and Gowin (1984) 37 years ago, based on Ausubel's theory (1968) of meaningful learning.…”

“…Yahaya et al (2015) concluded that SSICM context incorporated into the teaching and learning of controversial issues, students' consciousness would indicate a positive impact on their scientific research. From the point of view of conceptual mapping, scholars (Novak, 2010;Soika & Reiska, 2014;Su, 2018) believed that SSICM was not rote but rather helped students achieve learning through communication and discussion. Therefore, researchers (Lin & Mintzes, 2010;Lindahl & Folkesson, 2016;Tsai, 2018) indicated that SSICM context was meaningful and effective for constructing advanced thinking, argumentation ability, and reasoning skill in this research.…”

Integrated Green Conceptions into Applied Science Course Assessing Taiwan Students’ Learning Attitude and Correlation Analysis

“…Ardac & Akaygun (2004) found that the integrated teaching method helped students understand abstract ideas and active learning. Su (2018) applied integrated teaching in the classroom to explore the learning effectiveness in science. The results of the study found that some are effective, and some still need to be improved.…”

“…The learning attitude questionnaire adopted a Likert five-scale and provided five options, namely, from 5 (strongly agree) to 1 (strongly disagree). The first draft of this questionnaire referred to the author's (Su, 2016(Su, , 2018 framework and refined the questionnaire. The questionnaire has a total of 30 items.…”