The impact of concept mapping and visualization on the learning of secondary school chemistry students

被引：26

作者：

Brandt, L ^{[1
]}

Elen, J ^{[1
]}

Hellemans, J ^{[1
]}

Heerman, L ^{[1
]}

Couwenberg, I ^{[1
]}

Volckaert, L ^{[1
]}

Morisse, H ^{[1
]}

机构：

[1] Katholieke Univ Leuven, Ctr Chem Teachers Training, Louvain, Belgium

来源：

INTERNATIONAL JOURNAL OF SCIENCE EDUCATION | 2001年 / 23卷 / 12期

关键词：

D O I：

10.1080/09500690110049088

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The aim of this study was to examine whether the construction of integrated knowledge structures by students can be stimulated by concept mapping and by better visualization of concepts and their interrelationships. The investigation was carried out in regular teaching settings: chemistry courses in secondary schools in Flanders, in the domain of electrochemistry. A significant positive effect of extra attention to visualization on the learning achievement of students was found. However, significant effects of concept mapping as an instruction method could not be detected under the given research conditions.

引用

页码：1303 / 1313

页数：11

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