Using concept maps as instructional materials to foster the understanding of the atomic model and matter–energy interaction

Abstract

In this paper, we explore the use of concept maps (Cmaps) as instructional materials prepared by teachers, to foster the understanding of chemistry. We choose fireworks as a macroscopic event to teach basic chemical principles related to the Bohr atomic model and matter–energy interaction. During teachers' Cmap navigation, students can experience a sense of disorientation, which is detrimental to the learning process. Two graphical cues were tested as Cmap navigation guidance: (1) colour-coded concepts, to group similar content and (2) numbered propositions to offer a reading sequence. A quasi-experimental pre-test–post-test design combined with mental effort was utilized to measure the efficiency of Cmaps in learning. First-year undergraduate students (n= 85) were randomly assigned to study one of four possible Cmaps. The results showed that all students were able to increase their level of factual knowledge, despite the Cmap being used as an instructional material. The lack of cues impaired conceptual understanding. Signalling similar content using colours was critical to reduce the invested mental effort and foster understanding about chemical concepts.

Traditional versus hypertextual index in an online course on Oscillation and Wave Physics

“…The concepts are represented in a hierarchical structure, with the most general concepts at the top of the map and the more specific concepts arranged hierarchically below [36]. Experimental results show that concept maps are effective and useful for teaching concepts and increasing students' level of factual knowledge in spite of some difficulties [2,30,33,37]. Concept maps are also useful as an assessment tool for facilitating conceptual understanding in different knowledge areas [20,31,51].…”

“…This is obviously the case for the relationship between the wave as a whole and the local oscillations at the different points of a wave propagation medium, and it also applies for the close relationship between the local oscillation energy and the energy propagation in a wave, together with the resulting wave intensity in the case of acoustic waves. Here, the concept map, which is behind the hypertextual index, was most probably a relevant help for building deeper knowledge concerning these interrelationships, according to the considerations in the Rationale section, based on the literature on concept maps (especially ). Figure shows a detail from the hypertextual index with the items that address subtopic 4 as an example of these two subtopics with significant performance rate difference.…”

How the design and complexity of concept maps influence cognitive and motivational learning processes

“…Another possibility is the implementation of signaling (highlighting relevant information within the learning material; for a meta-analysis see Schneider et al, 2018) which is based on the CLT. For example, Aguiar and Correia (2016) could show that adding colors into the concept map, in order to group similar information, reduces extraneous cognitive load. However, empirical evidence in which way the cognitive load facets can be in uenced through various design options is not fully experimentally examined.…”

Improved Concept Map-Based Teaching to Promote a Holistic Earth System View

“…It includes the identification of conceptual change, to knowledge management [54], specifically assisting students on the diagnosis of their misconceptions and restructuring their knowledge. In addition to teaching [55], concept mapping can also be applied for assessment [56]. Finally, it may also be developed as a collaborative task, integrated into a group [57], which fosters communication and knowledge sharing (Figure 1).…”