Facilitating Concept Map Analysis: Generating and Evaluating Representative General Chemistry Concept Maps with a Novel Use of Image J, Gephi, JPathfinder, and R

Efrain Vasquez Santos,Anish Wadhwa,Emily Z. Huie,Ozcan Gulacar,Risa Uday Sathe

doi:10.29333/ejmste/11484

Abstract

Concept maps are powerful tools used to reveal challenges in students’ learning. However, their use introduces complexities when a large group of students’ conceptualizations need to be examined. In this study, concept maps of 344 general chemistry students were analyzed after grouping them based on achievement in chemistry, math proficiency, and gender. The analysis was also expanded with the consideration of eccentricity values and the extended chemistry triplet. Although some similarities exist between the map of high-achieving students in chemistry and that of high-performing students in the Mathematics Placement Test (MPT), the calculated eccentricity values show interesting variations. On the other hand, the analysis of the map of the low-performing students in MPT and that of low-achieving students in chemistry revealed no clear patterns of symbolic, macroscopic, and submicroscopic terms. Practical suggestions were included to increase the use of representative maps in different assessment and teaching scenarios.

Highlights

Students pursuing STEM degrees are often required to take chemistry courses to build a foundation for developing a deeper understanding of topics presented in other science courses (Cohen & Kelly, 2019; Schreiber, 1991)
Some similarities exist between the map of high-achieving students in chemistry and that of high-performing students in the Mathematics Placement Test (MPT), the calculated eccentricity values show interesting variations
The use of R and Gephi successfully produced representative maps that enabled the researchers to identify the relationship between chemistry achievement and chemistry knowledge structure, gain insight into how prior knowledge in math may correlate with chemistry concept maps, and determine if gender influences concept map creation

Summary

Introduction

Students pursuing STEM degrees are often required to take chemistry courses to build a foundation for developing a deeper understanding of topics presented in other science courses (Cohen & Kelly, 2019; Schreiber, 1991). There is consensus that concept maps, a graphical network representation of an individual’s knowledge structure, are an effective tool in demonstrating how students form connections between topics. Concept maps were found to be an effective form of assessment because students are encouraged to draw relationships between the concepts they learn (Talbert et al, 2020). When it comes to developing ways to measure and assess student understanding, finding valid and reliable methods to complete such task is a prevailing challenge amongst educators. They are the most common type of assessment method, creating effective multiple-choice exams that reveal the student’s

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