Impact of fill-in-the-nodes concept maps on low prior-knowledge students learning chemistry: a study on the learning achievements and attitude toward concept maps

Huynh, Quan-Thanh; Yang, Yu-Chuan

doi:10.1039/d3rp00238a

Cited by 3 publications

(1 citation statement)

References 49 publications

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“…Provides a visual road map showing pathways and relationships between concepts, propositions and phrases (Novak and Gowin, 1984;Novak, 1990). Thus, it not only helps students meaningfully learn concepts, relationships and hierarchies but also clarify or refine their cognitive structures (Singh and Moono, 2015;Adane, 2020;Huynh and Yang, 2023). Therefore, it promotes students' conceptual understanding and facilitates their abilities of problemsolving and synthesizing concepts (Singh and Moono, 2015).…”

Section: Concept Mapmentioning

confidence: 99%

A meta-analysis of effectiveness of chemical bonding-based intervention studies in improving academic performance

Çalik,

Ültay,

Bağ

et al. 2024

Chem. Educ. Res. Pract.

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The purpose of this study is to meta-analytically evaluate research that used chemical bonding-based interventions to improve academic performance. Through meta-analysis, the present study used several keyword patterns (e.g., chemical bonding, experimental, chemistry education, science education) via relevant databases (e.g., ERIC, Springer Link, Taylor & Francis, Wiley Online Library Full Collection, and Scopus) to find chemical bonding-intervention studies. Thus, it included 50 chemical bonding-based intervention papers (15 dissertations, 32 articles, and 3 proceedings). The current meta-analysis found that the overall effect-size of chemical bonding-based intervention studies was 1.007, which shows a large effect. Findings regarding moderator analysis displayed non-significant differences between educational levels and a statistically significant difference between the intervention types. This meta-analysis reveals that the chemical bonding-based intervention studies are effective at improving the participants’ academic performance in terms of chemical bonding. Further, it denotes that when the abstract nature of chemical bonding is overlapped with the features of the intervention type, the interventions (e.g., cooperative learning and enriched learning environment with different methods) result in better academic performance. Since this study, like all meta-analyses, points out consistent and inconsistent findings among published research, further meta-analysis studies should be undertaken to resolve any contradictory findings.

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Section: Concept Mapmentioning

confidence: 99%

A meta-analysis of effectiveness of chemical bonding-based intervention studies in improving academic performance

Çalik,

Ültay,

Bağ

et al. 2024

Chem. Educ. Res. Pract.

View full text Add to dashboard Cite

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Patterns in Explanations of Organic Chemistry Reaction Mechanisms: A Text Analysis by Level of Explanation Sophistication

Crowder,

Raker

2024

J. Chem. Educ.

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Learning the language of organic chemistry, i.e., how to describe reaction mechanisms, is crucial to success in any postsecondary organic chemistry course. However, it is well-known that learners struggle with reasoning about and explaining reaction mechanisms beyond surface-level features. Multiple studies have sought to aid learners in developing these skills. Investigating the connections that learners make regarding reaction mechanisms through their explanations provides insight into how we can better promote the development of learners' reasoning skills. In this study, we evaluate 20,000+ learner explanations of 90 reaction mechanisms. We use network analysis to explore patterns in keywords used by learners and visualize the word connections between them, based on their co-occurrence, within our entire data set, by reaction type, and by levels of explanation sophistication. Our results indicate that learners consistently rely on explicit surface-level features in their explanations with expected contextual variance by reaction type. This trend persists across the levels of sophistication, however, with improvements in the use of vocabulary and coherency as sophistication progresses. We hypothesize that this is evidence of learners actively working toward constructing understanding as they experiment with and refine their vocabulary until they are able to pare down their explanations in a coherent manner. This work offers insights for instructors seeking to promote the development of learners' reasoning skills and for researchers interested in the development of machine-learning models to assist in evaluating learner explanations of reaction mechanisms.

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The impact of co-design-based formative assessment practices on preservice science teachers’ understanding of chemical concepts in a general chemistry laboratory course

Kaya,

Kaya

2024

Chem. Educ. Res. Pract.

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Recently, scholars have suggested a co-design collaboration with instructors and students to effectively implement formative assessment (FA) practices because it ensures a high-quality design that considers users’ needs, values, and goals in a specific learning context. This study examines the effect of co-designed FA practices, in which preservice science teachers (PSTs) are co-designers of FA practices, on promoting their conceptual understanding of chemistry topics in a first-year undergraduate chemistry laboratory course. Sixteen randomly selected PSTs participated in the study for two consecutive semesters. At the end of the first semester, a co-design of the FA practices was developed collaboratively with the PSTs upon the approach of conjecture mapping. Then, the second semester was devoted to examining the impact of the co-design-based FA environment on overcoming the PSTs’ alternative conceptions regarding selected four chemistry laboratory topics: thermochemistry, chemical kinetics, chemical equilibrium, acids and bases. This study employed a conversion mixed research design. To evaluate the co-design-based FA practices, PSTs’ alternative conceptions were identified through pre- and post-laboratory concept maps. The results obtained from both qualitative and quantitative data analyses showed that implementing the co-designed FA practices had a significant impact on overcoming most of the alternative conceptions held by the PSTs in all topics of laboratory investigations. This study strongly implies the inclusion of undergraduate students as active co-participants of the iterative reasoning process of the FA design to promote their understanding of chemical concepts in laboratory courses.

show abstract

Impact of fill-in-the-nodes concept maps on low prior-knowledge students learning chemistry: a study on the learning achievements and attitude toward concept maps

Cited by 3 publications

References 49 publications

A meta-analysis of effectiveness of chemical bonding-based intervention studies in improving academic performance

A meta-analysis of effectiveness of chemical bonding-based intervention studies in improving academic performance

Patterns in Explanations of Organic Chemistry Reaction Mechanisms: A Text Analysis by Level of Explanation Sophistication

The impact of co-design-based formative assessment practices on preservice science teachers’ understanding of chemical concepts in a general chemistry laboratory course

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