Make the laboratory work meaningful through Concept maps and V Diagram

Safdar, Muhammad

doi:10.9790/7388-0325560

Cited by 6 publications

(8 citation statements)

References 9 publications

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“…Moreover, from a psychological perspective, the knowledge map was found to decrease students' anxiety regarding learning materials and to increase their motivation (Hall and OʹDonnell 1996). In addition, it has been found that the use of knowledge maps improves students' performance and in the physical science laboratories (Safdar et al 2013). All of these findings are consistent with schema theory and have inspired the authors to hypothesize that knowledge maps will be equally effective in open learning environments and will provide the required support for learners.…”

Section: Fig 1 Simple Illustration Of the Main Components Of Knowledmentioning

confidence: 99%

Knowledge Maps in Open Learning Environments: An Evaluation from Learners’ Perspectives

Fasihuddin¹,

Skinner²,

Athauda³

2015

Journal of Information Technology and Application in Education

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This paper presents a study that looks at ways to support learners in open learning environments by applying cognitive science and learning theories. Open learning is a form of online learning that allows learning materials and courses to be freely available on the Internet and accessible to anyone who is interested. The focus in this paper is the presentation of learning contents. Based on the concept of schema theory, the knowledge map has been chosen to organise and present learning contents. The aim is to support learners for self-regulated learning by providing a full encapsulation for course contents to help them, especially novice learners, to conceptualise the domain and the structure of the course. A prototype has been developed and piloted on a group of IT students. The students' perspectives on the use of the knowledge maps and how they affect their learning have been collected through two surveys. A total of 49 surveys have been collected and reported in this paper. The result is promising and an indication of the likely success of such an approach.

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Section: Fig 1 Simple Illustration Of the Main Components Of Knowledmentioning

confidence: 99%

Knowledge Maps in Open Learning Environments: An Evaluation from Learners’ Perspectives

Fasihuddin¹,

Skinner²,

Athauda³

2015

Journal of Information Technology and Application in Education

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“…Assessment of laboratory work by direct use of concept mapping is not a common practice in Kenya. During laboratory work, students carry out activities producing a set of results which are not commonly related back the conceptual framework that underpins the experimental work in a meaningful way (Safdar et al, 2013) Meaningful learning takes place when learners are able to recognise interrelationships between different segments of the concepts and being able to join the segments and create meaning (Ruiz-Primo, 2004;Ituma, 2015). The commonly used chemistry assessment methods which are mainly multiple choice and short answer questions are good in testing concepts but have no ability of showing learner understanding of relationships or even broader applications of the concepts (Soika & Reiska, 2014).…”

Section: The Use Of Concept Mapsmentioning

confidence: 99%

“…The relationship between the activities and concepts intended to be learnt is however low (Ituma, 2015). In order to make learning meaningful in the laboratories, it is important that learners are able to establish relations between theory and practice as well as with their everyday experiences (Safdar, et al 2013). It is of vital importance to link the concepts learnt with the activities carried out in the laboratory.…”

Section: Introductionmentioning

confidence: 99%

“…Pareek, (2015) indicates that students frequently lack the ability to associate their laboratory experience with the important chemical concepts. Studies have shown that on the use of concept maps could be immensely useful in focusing learner attention on the concepts and improve their understanding of procedures used in laboratory practical work (Pareek, 2015;Safdar et al, 2013;Ozmen, Demircioğlu & Coll, 2009) Concept maps were used as an evaluation tool gauge students' concept understanding and skill development. Form 1 learners involved in the study did not have much experience with construction and use of concept maps and could have found it difficult to develop the maps without guidance.…”

Section: Introductionmentioning

confidence: 99%

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Use of Concept Maps to Assess Secondary School Chemistry Investigative Practical Work

2019

JEP

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This paper presents simple ways in which concept maps can be used to assess meaningful learning in chemistry practical work for secondary school learners. The study was carried out using design research based study materials developed to facilitate secondary school investigative practical work in chemistry. The concept maps were used to assess learners understanding of concepts and skills learnt during the laboratory practical work. Chemistry learners at Form One level of secondary school in Kenya were involved in laboratory practical work using design based research materials for learner investigative practical work. After the practical sessions, an evaluation of students' skill and concept understanding was done by use of two separate concept maps. The first concept map was to assist the learner articulate the understanding of concepts acquired during the lessons while the second concept map guided the learner to demonstrate the basic process skills acquired. A total of sixty (60) concept maps were analyzed. The results obtained indicated positive learner's concept understanding as well as the effectiveness of the instructional materials in used. The learners were of the view that the concept maps helped them identify connections between learnt concepts.

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“…It provides many opportunities for students to talk and write about science. With a little thought and planning on the part of the students, laboratory activities can be the basis for building communication and problem solving skills (Safdar, Hussain, Shah & Tasnim, 2013). However, traditional approaches based on deduction do not help students learn science lessons in laboratories at all.…”

Section: Introductionmentioning

confidence: 99%

Effect of Vee diagram on the achievements and attitudes of students in science laboratory course-II

Erkol¹

2017

PROSOC

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The aim of this study is to examine the effects of Vee diagram on the achievements and attitudes of students in science laboratory course-II. Sample consisted of pre-service science teachers (N=59) of science teaching program at Faculty of Education in Afyon Kocatepe University in Turkey. A quasi experimental research was utilized as the research design. The teaching was realized through traditionally laboratory method with the control group, whereas through Vee-diagrams with the experimental group. Pre-service science teachers constructed Vee diagrams for presenting their experiment reports during whole laboratory process. The data were gathered through "Achievement Test (AT)" and "Attitude Scale for Science Laboratory (ASSL)". The findings indicated that although there is no significant difference (p>.05) between the pre-test achievement scores of groups, the result of the post-test exhibited that there is a significant difference among groups, which is favor of the experiment group (p<.05). The findings also indicated that there was no a significant difference between posttest attitude scores of the experimental group and control experimental group (p>.05).

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Make the laboratory work meaningful through Concept maps and V Diagram

Abstract: This paper describes how these tools (concept map and V diagram)

Cited by 6 publications

References 9 publications

Knowledge Maps in Open Learning Environments: An Evaluation from Learners’ Perspectives

Knowledge Maps in Open Learning Environments: An Evaluation from Learners’ Perspectives

Use of Concept Maps to Assess Secondary School Chemistry Investigative Practical Work

Effect of Vee diagram on the achievements and attitudes of students in science laboratory course-II

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