Design and Validation of a Teaching Sequence Based on Concept Maps to Achieve Meaningful Learning of Science Content in Primary Education

The effect of concept maps, as an individual learning tool, on the success of learning the concepts related to gravimetric analysis

“…In looking at the history of teaching science, it can be seen that although there have been many methods proposed, traditional methods continue to be the most widely preferred, resulting in students being inclined towards the rote learning process. The knowledge gained through rote learning fails to be permanent due to the fact that it is not readily associated with a person's previously possessed knowledge (Novak, 1998;Martı ´nez et al, 2016). This process, therefore, is incompatible with the prime purpose of education, which is to establish permanent and meaningful understanding.…”

“…The use of concept maps is not only an effective way to perform concept teaching, but it is also able to clearly exhibit the relations between concepts. Overall, they are one of the most successful tools for establishing meaningful and permanent learning (Martı ´nez et al, 2016).…”

“…There are some discrepancies between the data reported in the literature concerning the use of concept maps as a teaching tool or as a personal learning tool. While some studies have reported significant differences in favor of the group using concept maps as a teaching method (Fraser and Edwards, 1985;Martı ´nez et al, 2013;Ço ¨mek et al, 2016;Jaafarpour et al, 2016), others have shown that there to be no significant difference between the pre-test and post-test scores when a conventional expository method was used and when concept maps were used (Stensvold and Wilson, 1992;BouJaoude and Attieh, 2008;Martı ´nez et al, 2016).…”