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

Abstract

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.