The effect of using concept maps as study tools on achievement in chemistry for secondary students (Record no. 20521)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 03093nam a2200181Ia 4500 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 180910s9999 xx 000 0 und d |
| 100 1# - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Attieh, May Fouad |
| Miscellaneous information | Master |
| 245 14 - TITLE STATEMENT | |
| Title | The effect of using concept maps as study tools on achievement in chemistry for secondary students |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Place of publication, distribution, etc. | Beirut |
| Name of publisher, distributor, etc. | American University of Beirut - Faculty of Arts and Sciences - Department of Education |
| Date of publication, distribution, etc. | 2003 |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | 92 pages |
| 500 ## - GENERAL NOTE | |
| General note | النوع : Mémoire |
| 520 3# - SUMMARY, ETC. | |
| Summary, etc. | The purpose of this study was to examine whether or not the construction of--concept maps by students, as a regular homework, can improve students' achievement--on chemistry tests that included higher order thinking skill questions.--Sixty tenth-grade students, divided into two sections, participated in the study.--The students were pre-tested and post-tested using a teacher-constructed chemistry--achievement tests that included high cognitive level questions. The study extended over--six weeks. The classes met five times per week for fifty minutes daily. The material--covered was acid base titration and weak ac ids equilibrium. A different instructor taught--each section. In the experimental group, the students were assigned to build concept--maps as homework. In the control group, the students covered the same chemistry--content with regular exercises assigned as homework. Additionally, students in the--experimental group completed a reflection questionnaire about their perceptions of the--utility of concept maps in chemistry and other science Subjects. Two-way analysis of variance was used to compare the scores of students in--the posttest for the two groups. Statistically significant differences were found in--knowledge and comprehension level question scores as well as total post-test scores--where the two-way analysis of variance for sex and groups indicated that the technique--favored girls over boys. In addition, significant differences were found in high cognitive--level question scores and total post-test scores where the comparison of means indicated--that low achievers benefited from the technique while high achievers were less favored.--Furthermore, results showed that students who mastered concept-mapping skills--performed better in high cognitive level questions (questions at application and higher--cognitive level s of Bloom's taxonomy). The results of the study showed that students--enjoyed using concept mapping as a supporting learning strategy. |
| 650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Cycle Secondaire L’enseignement des Sciences Méthodes d’enseignement L’accomplissement des étudiants |
| 650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Secondary Education Sciences education Teaching Methods Students achievement |
| 650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | المرحلة الثانوية تعليم العلوم طرق التعليم تحصيل الطلبة |
| 856 ## - ELECTRONIC LOCATION AND ACCESS | |
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| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Koha item type | بيانات الهيئة اللبنانية للعلوم التربوية |
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