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100	1		_aAttieh, May Fouad _gMaster
245	1	4	_aThe effect of using concept maps as study tools on achievement in chemistry for secondary students
260			_aBeirut _bAmerican University of Beirut - Faculty of Arts and Sciences - Department of Education _c2003
300			_a92 pages
500			_aالنوع : Mémoire
520	3		_aThe 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	_aCycle Secondaire L’enseignement des Sciences Méthodes d’enseignement L’accomplissement des étudiants
650		4	_aSecondary Education Sciences education Teaching Methods Students achievement
650		4	_aالمرحلة الثانوية تعليم العلوم طرق التعليم تحصيل الطلبة
856			_uhttp://library.aub.edu.lb/search~S1?/X%28education+and+department%29&Da=1999&Db=2016&SORT=D&m=y&m=z/X%28education+and+department%29&Da=1999&Db=2016&SORT=D&m=y&m=z&SUBKEY=%28education+and+department%29/251%2C316%2C316%2CB/frameset&FF=X%28education+and+depa
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