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|Title:||Improving Chemistry Experimental Learning Through Process-Mapping|
Office of Research and Development
The heuristic concept mapping is a kind of metacognitive strategy whichhelps learners (1) link prior knowledge to a new information, (2) understandconcepts and relationship between them, and (3) see the hierarchical, conceptual,and prepositional nature of knowledge This study was undertaken to find out if process-mapping serves as ametacognitive tool to help learners link, organize, construct, modify, and elaborate their prototype process-concept frameworks to meet new situations and solvechemistry problems e.g., hydrolysis of p-nitroacetanilide. A model of learning/assessment was designed using process-mapping to develop chemistryexperimental skills. The effectiveness of using the model in instructing organicchemistry experiments was evaluated. Twenty-three students (100) passed the experimental assignments. Twentystudents (86.9) passed the chart drawing. Twenty-three students (100)passed (Pj > 80) the post-test. The majority of the students did well in thestructured charts who also obtained good experimental results (high yield andhigh purity); they were good in the experimental skill tests . Only a few studentsdid poorly in the maps. Overall students' learning achievements were high. Withrespect to (a) the structured process-maps drawn by students, (b) students' learning evaluated by test items, and (c) students' practical works, consistencies were90.9 each for (a) with (b), (a) with (c), and (a) with (b) with (c), and 100 for(b) with (c). The positive correlation among results of students' process-mapping,practical works, and test results seemed to indicate that concept mapping canserve as a tool to help learners organize, construct, modify, and elaborate theircognitive frameworks to solve a new chemistry experimental problem. The modelof learning/assessment using structured process map was thus found effective.
|Appears in Collections:||師大學報|
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