Revisiting the use of concept maps in a large enrollment general chemistry course: implementation and assessment

Abstract

In an effort to improve student conceptual understanding and help students better connect pre-existing knowledge to new ideas, a concept map assignment was implemented in a first-year college level general chemistry course. This implementation included a quasi-experiment that was carried out in discussion group recitation sections within a third-quarter general chemistry course. Students enrolled in a single section of the course were divided into two groups in which a concept map treatment was compared to a control group that completed short journal entries. Comparison of a concept inventory post-test using an independent samples t-test indicates students in the concept map treatment appear to perform better than the students in the journal control group (t = 2.34, mean difference = 0.844, p < 0.05). However, a multi-variable regression analysis in which the concept inventory post-test scores were compared between the treatment and control groups, while traits related to incoming academic preparation were held constant, suggests there was no significant difference in performance (unstandardized b = 0.222, p = 0.540). The quality of the students’ concept maps was also evaluated and correlated to student performance on the concept inventory, and it appears students who were better at concept mapping made greater gains in conceptual understanding (Pearson's r = 0.295, p < 0.05). When the relationship between the quality of concept mapping and concept inventory post-test was determined while holding constant covariates related to incoming academic preparation, the unstandardized B coefficient was positive, but was not significant at the p = 0.05 level (unstandardized b = 0.215, p = 0.134) This study does not provide unequivocal evidence that a concept map treatment leads to greater gains in conceptual understanding compared to a control population, or that students with better concept mapping skills performed better on the concept inventory instrument. Nevertheless, a template for implementing a concept map assignment in a large enrollment course is provided, and the results presented herein might prompt chemistry instructors to consider including concept map assignments in their instructional toolbox.

Facilitating Concept Map Analysis: Generating and Evaluating Representative General Chemistry Concept Maps with a Novel Use of Image J, Gephi, JPathfinder, and R

“…Due to the observed correlation between math proficiency and achievement in chemistry, it is often brought to question to what extent the level of proficiency in math influences understanding of chemistry topics (Andrews & Andrews, 1979;Ralph & Lewis, 2018;Williamson et al, 2020). It was found that student with low Math SAT scores struggled with all topics in general chemistry, and the topics which were mathematical in nature were especially difficult for these students (Ralph & Lewis, 2018;Talbert et al, 2020;Williamson et al, 2020). Atom is defined as a more conceptual topic (Van Zele et al, 2004), which can provide insight as to why atom is the central term for the low-MPT concept map.…”

“…There is consensus that concept maps, a graphical network representation of an individual's knowledge structure, are an effective tool in demonstrating how students form connections between topics. (Talbert et al, 2020;Van Zele et al, 2004). Moreover, concept maps serve as an x-ray of the mind and enable researchers and educators to gain insight into the nature of an individual's knowledge structure and overall degree of understanding (Burrows & Mooring, 2015;Kaya, 2008;Nicoll et al, 2001;Schreiber, 1991;Von Der Heidt, 2015).…”

“…Moreover, concept maps serve as an x-ray of the mind and enable researchers and educators to gain insight into the nature of an individual's knowledge structure and overall degree of understanding (Burrows & Mooring, 2015;Kaya, 2008;Nicoll et al, 2001;Schreiber, 1991;Von Der Heidt, 2015). Concept maps were also found to be an effective form of assessment because students are encouraged to draw relationships between the concepts they learn (Talbert et al, 2020). When it comes to developing ways to measure and assess student understanding, finding valid and reliable methods to complete such task is a prevailing challenge amongst educators.…”

“…Even tests with open-ended questions that are utilized to better analyze students' conceptual understanding also fall short in revealing full details of students' knowledge structures (Kaya, 2008;Neiles, 2014;Yaman & Ayas, 2015). For these reasons, educators are encouraged to consider other assessment methods that target conceptual understanding to measure progress (Talbert et al, 2020). By using concept maps as a tool for assessment, educators can investigate how students understand introduced concepts and assist with remediation and elimination of alternative conceptions (commonly referred to as misconceptions) (Pirnay-Dummer, 2014;Schreiber, 1991;Trumpower et al, 2014).…”

How the design and complexity of concept maps influence cognitive learning processes

“…In this context, concept maps find wide application in several learning topics. For instance, they are used in chemistry (Talbert et al, 2020 ), operations management (Essila et al, 2021 ), and pharmacy courses (Carr-Lopez et al, 2014 ).…”