Concept Maps as a Tool To Assess Learning in Chemistry

Pendley, Bradford D.; Bretz, Richard L.; Novak, Joseph D.

doi:10.1021/ed071p9

Cited by 68 publications

(51 citation statements)

References 24 publications

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“…This finding is consistent with David Ausubel's theory of meaningful learning. In terms of Ausubel's theory, if students manage to meaningfully incorporate new knowledge into existing knowledge structure (background knowledge), and then we would expect to see relationships between conceptual knowledge after instruction and achievement [1,43]. Indeed, the present study found that background knowledge is a significant predictor of genetics problem solving ability.…”

Section: Discussionmentioning

confidence: 61%

The Effects of Self-efficacy Beliefs and Metacognition on Academic Performance: A Mixed Method Study

Aurah¹

2013

EDUCATION

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This study investigated the effect of Self-efficacy Beliefs and Metacognition on Academic Performance among high school students using a mixed method approach. A total of 2,138 form four (12 th grade) students participated in the study. The mixed-method study consisted of a quasi-experimental approach and in-depth interviews. Quantitative data were collected from self efficacy questionnaire (SEQ), biology ability test (BAT), genetics problem solving test (GPST) and metacognitive prompting questionnaire (MPQ). Qualitative data were collected using in-depth interviews. Quantitative data were analysed using both descriptive and inferential statistics (hierarchical linear regression and factorial ANOVA). Qualitative data were coded, categorized and reported thematically. Regression analysis indicated that self-efficacy was a strong predictor of academic performance. ANOVA analysis displayed statistically significant differences in metacognition in form of metacognitive prompts between groups. Gender effects were also noted with female students outperforming male students on the genetics problem solving test. Subsequent qualitative data suggested that highly efficacious students did better on the tests than less efficacious students. The metacognitive prompting experience provides a rich environment for the development of metacognitive strategies that can promote problem solving skills among high school students.

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Section: Discussionmentioning

confidence: 61%

The Effects of Self-efficacy Beliefs and Metacognition on Academic Performance: A Mixed Method Study

Aurah¹

2013

EDUCATION

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“…Our research and the research of others indicate that while the latter factors are in many cases significant factors influencing achievement, they are probably not the most important factors (Carey, 1985;Donaldson, 1978;Metz, 1997). For example, in a study with Ph.D. students in chemistry at Cornell University, the number and variety of misconceptions after carefully designed lectures on gas chromatography was similar to that evidenced before the lectures (Pendley, Bretz, & Novak, 1994). After carefully designed and executed eighth grade science lessons on the particulate nature of matter, students evidenced a greater number and variety of misconceptions than scientifically accepted conceptions (Bartow, 1981).…”

Section: The Problem Of Faulty Conceptual Frameworkmentioning

confidence: 81%

“…Superordinate concepts are relatively few in number in any knowledge domain, so most learning in usually subsumptive learning. Superordinate learning normally contributes significantly to development of cognitive structure, and this characterizes the knowledge of experts (Chi, Feltovich, & Glaser, 1981;Novak & Iuli, 1995;Pendley, Bretz, & Novak, 1994). Finally, (4) integrative reconciliation may be required, or the form of meaningful learning where concepts or propositions in two somewhat different knowledge domains are seen as clearly similar and related, or clearly different and unrelated.…”

Section: Why Meaningful Learning Is Essential To Remediate Liph's Andmentioning

confidence: 99%

Meaningful learning: The essential factor for conceptual change in limited or inappropriate propositional hierarchies leading to empowerment of learners

2002

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The construction and reconstruction of meanings by learners requires that they actively seek to integrate new knowledge with knowledge already in their cognitive structure. Ausubel's assimilation theory of cognitive learning has been shown to be effective in guiding research and instructional design to facilitate meaningful learning (Ausubel, The psychology of meaningful verbal learning, New York: Grune and Stratton, 1963; Educational psychology: A cognitive view, New York: Holt, Rinehart and Winston, 1968; The acquisition and retention of knowledge, Dordrecht: Kluwer, 2000). Gowin's Vee heuristic has been employed effectively to aid teachers and students in understanding the constructed nature of knowledge (Gowin, Educating, Ithaca, NY: Cornell University Press, 1981). “Situated learning” occurs when learning is by rote or at a lower level of meaningful learning. Concept mapping has been used effectively to aid meaningful learning with resulting modification of student's knowledge structures. When these knowledge structures are limited or faulty in some way, they may be referred to as Limited or Inappropriate Propositional Hierarchies (LIPH's). Conceptual change, or more accurately conceptual reconstrution, requires meaningful learning to modify LIPH's. Collaborative group learning facilitates meaningful learning and new knowledge construction. World‐wide economic changes are forcing major changes in business and industry placing a premium on the power and value of knowledge and new knowledge production. These changes require changes in school and university education that centers on the nature and power of meaningful learning. New computer tools are available to facilitate teaching activities targeted at modifying LIPH's, and aiding meaningful learning in general. © 2002 Wiley Periodicals, Inc. Sci Ed 86:548–571, 2002; Published online in Wiley Interscience (www.interscience.wiley.com). DOI 10.1002/sce.10032

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“…Hasil penelitian tentang kesulitan belajar ilmu kimia menunjukkan banyak siswa yang dapat dengan mudah mempelajari matapelajaran lain, tetapi mengalami kesulitan dalam memahami konsep-konsep dan prinsip-prinsip kimia [2,3]. Hasil penelitian lainnya menunjukkan bahwa pada umumnya siswa cenderung belajar ilmu kimia dengan hafalan daripada secara aktif mencari untuk membangun pemahaman sendiri terhadap konsep kimia tersebut [4].Pemahaman setiap orang mengenai konsep dinamakan konsepsi. Kesalahpahaman konsepsi dinamakan miskonsepsi [5].…”

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Pengembangan Perangkat Pembelajaran Kimia Dengan Model Pembelajaran Kooperatif Terpadu Numberd Head Together Dan Two Stay Two Stray Dalam Upaya Mengatasi Kesulitan Belajar Siswa Kelas X Sma Memahami Konsep-Konsep Kimia

Haris¹,

Muntari²,

Loka³

2014

J. Pijar MIPA

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Abstrak : Telah dilakukan penelitian dengan tujuan untuk menganalisis kesulitan belajar siswa dalam memahami konsep-konsep kimia dan mengembangkan perangkat pembelajaran kimia dengan model pembelajaran kooperatif terpadu Numberd Head Together dan Two Stay Two Stray. Kegiatan ini dilakukan pada siswa kelas X di SMAN 3 Mataram dan SMAN 7 Mataram semester gasal tahun 2013. Hasil penelitian tentang kesulitan belajar yang diperoleh adalah terdapat beberapa kesulitan belajar siswa dalam memahami konsep-konsep kimia terutama lebih dari 50% siswa mengalami kesulitan belajar. Pada materi struktur atom & sistem periodik unsur berupa kesulitan belajar dalam hal memahami tabel periodik unsur, menentukan elektron valensi, menentukan jumlah netron dan elektron dari ion, dan kesulitan menentukan golongan dan periode unsur. Pada materi ikatan kimia, kesulitan dalam hal menentukan senyawa yang memiliki ikatan ion, menentukan rumus senyawa yang terbentuk dan jenis ikatannya, menentukan senyawa yang tidak memenuhi kaidah oktet, menentukan senyawa kovalen polar, menentukan kemampuan suatu unsur yang diketahui nomor atomnya, menentukan pasangan unsur yang dapat membentuk ikatan ion dan pasangan golongan unsur yang dapat membentuk ikatan kovalen. Sedangkan pada materi tata nama senyawa dan persamaan reaksi, siswa kesulitan pada semua konsep tentang tata nama senyawa biner dan penyetaraan persamaan reaksi. Kata kunci: kesulitan belajar, konsep kimiaAbstract : This research was conducted with the objective to analysis of students' learning difficulties in understanding the concepts of chemistry and to develop chemistry learning tools with an integrated model of cooperative learning Numberd Head Together and Two Stay Two Stray. This activity is done in class X in SMAN 3 Mataram and SMAN 7 Mataram odd semester of 2013. The results of the acquired learning difficulties are there some students' learning difficulties in understanding the concepts of chemistry, especially that more than 50% of students experiencing learning difficulties. In the matter of atomic structure and the periodic system of elements in the form of learning difficulties in terms of understanding the periodic table of elements, determining the valence electrons, determining the number of neutrons and electrons from ions, and the difficulty of determining the group and period of elements. In the chemical bond, the difficulty was in determining a compound having an ionic bond, determine the formula compound formed and the type of bond, determining a compound that does not meet the octet rule, determine polar covalent compounds, determining the ability of a known element atomic number, determines the pairs of elements that can form ionic bonds and pairs group elements that can form a covalent bond. While in the material of compounds nomenclature and chemical equations, students difficulties were on the concepts of nomenclature of binary compounds and equalization of reaction.Keywords : learning difficulties, chemical concepts PENDAHULUANPelajaran ilmu kimia di kelas X SMA ...

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Concept Maps as a Tool To Assess Learning in Chemistry

Abstract: Study of the use of concept maps drawn from clinical interviews as tools to assess learning in two groups of chemistry students.

Cited by 68 publications

References 24 publications

The Effects of Self-efficacy Beliefs and Metacognition on Academic Performance: A Mixed Method Study

The Effects of Self-efficacy Beliefs and Metacognition on Academic Performance: A Mixed Method Study

Meaningful learning: The essential factor for conceptual change in limited or inappropriate propositional hierarchies leading to empowerment of learners

Pengembangan Perangkat Pembelajaran Kimia Dengan Model Pembelajaran Kooperatif Terpadu Numberd Head Together Dan Two Stay Two Stray Dalam Upaya Mengatasi Kesulitan Belajar Siswa Kelas X Sma Memahami Konsep-Konsep Kimia

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