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Using concept maps to enhance meaningful chemistry learning
Citation
Boo, H. K., & Hoh, Y. K. (2001). Using concept maps to enhance meaningful chemistry learning. Journal of Science and Mathematics Education in Southeast Asia, XXIV(2), 78-88.
Abstract
Research has demonstrated that students at all levels come to science classes with preconceptions (or misconceptions) about various aspects of the physical world around them, and that these misconceptions are rather resistant to formal instruction. Numerous studies have also shown that students can produce correct answers to various kinds of problems, but their understanding of the underlying science concepts was lacking. This state of affairs has been attributed to superficial or rote learning, which is contrasted with meaningful or deep learning. This paper highlights the use of concept maps as a tool for enhancing of meaningful learning or deep learning among chemistry students.
Date Issued
2001
Publisher
SEAMEO RECSAM