Abstract
In recent years extensive research has been carried out to evaluate and highlight the declining number of graduates from science related courses. Following this, several initiatives have been designed and implemented throughout the Republic of Ireland to combat the problem of low retention rates in undergraduate science courses and to introduce the use of more effective instructional methodologies that promote the active role of the learner while also encouraging the facilitative role of the teacher. This paper examines Concept Mapping, one such initiative that has been implemented in the University of Limerick over the last two years. The research presented here is part of a large project that aims to explore and evaluate the potential of Concept Mapping as an educational tool in physics education. This paper, however, sets out to specificallyanswer the following research question: What impact, if any, did Concept Mapping have on four particular aspects of physics learning? The paper examines the effect Concept Mapping had on understanding theory, identifying physics concepts, linking prior and new knowledge and, finally, problem solving.
Highlights
Overall figures on student completion of university courses in Ireland suggest that an average of 83.2% of students complete the university course on which they originally enrol[1]
Recent research in physics education has recognised the importance of conceptual change in facilitating meaningful learning[3, 4]
Conclusions and Implications for Future Directions Data from this study indicates that concept maps can be an effective tool for improving the learning of physics
Summary
Overall figures on student completion of university courses in Ireland suggest that an average of 83.2% of students complete the university course on which they originally enrol[1]. A study on completion[2] indicates that student completion rates are higher in Ireland than in other European countries. Onefifth of Science (22.2%) and Engineering (19.6%) students do not complete their courses in Ireland. Recent research in physics education has recognised the importance of conceptual change in facilitating meaningful learning[3, 4]. In tertiary education all science students must study physics as a core subject in their first year. Students who have not enrolled within a physics course will study physics for only one year having very little experience with the subject. A majority of these students, identified as nonphysics majors, will have not studied physics in secondary level education and as a result are unable to link new to existing knowledge preventing the occurrence of conceptual change
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