Effects of different concept map activities on chemistry learning
Effects of different concept map activities on chemistry learning
复制标题
不同概念图活动对化学学习的影响
DOI：
10.1080/01443410.2020.1749567
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发表时间：
2020
影响因子：
3.2
通讯作者：
P. Buckley
中科院分区：
文献类型：
--
作者：
Zhe Wang;Olusola O. Adesope;N. Sundararajan;P. Buckley
有广泛的证据表明，概念图对学习是有效的。然而，人们对各种概念图活动的影响知之甚少。我们进行了一项实验，以检验三种概念图活动的比较有效性：(i)将完整的地图翻译成段落格式，（ii）在部分地图中填写概念，（iii）在部分地图中填写标签。选修普通化学入门课程的本科生被随机分为三组。每个概念图都描述了反应焓的概念之间的关系。结果表明，地图翻译组在开放式问题的概念理解上显著优于概念填写组和标签填写组，而在选择题的概念理解上，三组之间无显著差异。
Abstract There is widespread evidence showing that concept maps are effective for learning. However, little is known about the effects of various concept map activities. We conducted an experiment to examine the comparative effectiveness of three concept map activities: (i) translating a complete map to a paragraph format, (ii) filling in concepts in a partial map, and (iii) filling in labels in a partial map. Undergraduate students enrolled in an introductory general chemistry course were randomly assigned to the three groups. Each concept map depicted the relationships between concepts on the topic of reaction enthalpy. Results showed that the map-translation group significantly outperformed the fill-in-concepts and fill-in-labels groups in conceptual understanding indicated by open-ended questions while there were no significant differences among the three groups in conceptual understanding indicated by multiple-choice questions.
影响因子：
3.6
作者：
Haugwitz, Marion;Nesbit, John C.;Sandmann, Angela
通讯作者：
Sandmann, Angela