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Erschienen in:
Cmaps with Errors: Why not? Comparing Two Cmap-Based Assessment Tasks to Evaluate Conceptual Understanding Kapitel lesen Erstes Kapitel lesen

2016 | OriginalPaper | Buchkapitel

Design and Validation of a Teaching Sequence Based on Concept Maps to Achieve Meaningful Learning of Science Content in Primary Education

verfasst von : Guadalupe Martínez, Milagros Mateos, Francisco L. Naranjo

Erschienen in: Innovating with Concept Mapping

Verlag: Springer International Publishing

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Abstract

A comparative study was conducted between a traditional methodology for teaching scientific contents and an experimental methodology based on the construction of a didactic sequence using concept maps as a resource for teaching-learning. Four groups of students aged 9–10 were selected, two acting as Control Groups and two as Experimental Groups. The objective was to find out the differences between the selected educational methods, in terms of the learning that 4th grade students acquire. The results showed a higher degree of effectiveness on the teaching methods used in the EG against the methods used in the CG. Students in the CG did not remember on the long term the contents taught in a traditional way, which seems related to rote learning. By contrast, students using concept maps had a more meaningful learning. In conclusion, concept maps are an important resource for improving the acquisition of scientific knowledge in primary education.

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Vorheriges Kapitel Critiquing as an Alternative to Generating Concept Maps to Support Knowledge Integration Processes
Nächstes Kapitel Eliciting, Representing, and Evaluating Adult Knowledge: A Model for Organizational Use of Concept Mapping and Concept Maps
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Metadaten
Titel
Design and Validation of a Teaching Sequence Based on Concept Maps to Achieve Meaningful Learning of Science Content in Primary Education
verfasst von
Guadalupe Martínez
Milagros Mateos
Francisco L. Naranjo
Copyright-Jahr
2016
Buch
Innovating with Concept Mapping

Print ISBN: 978-3-319-45500-6

Electronic ISBN: 978-3-319-45501-3

Copyright-Jahr: 2016

DOI
https://doi.org/10.1007/978-3-319-45501-3_5