Meaningful learning using concept maps as a learning strategy

Carmen Romero,Olga Buzón,Moisés Cazorla

doi:10.3926/jotse.276

Carmen Romero, Olga Buzón + Show 1 more

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https://doi.org/10.3926/jotse.276

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Abstract

This work presents a proposal for the teaching-learning of the concept map technique applied to the Natural Sciences course in the second year of Compulsory Secondary Education (ESO, according to its initials in Spanish). Two sessions have been designed, one of which is an instructor-led session to learn the technique and another is a session in which the students independently create a concept map, applying what they have learned in the previous session. To determine the effectiveness of the proposal, the concept maps created by the students during the two sessions have been evaluated, the grades obtained on the assessment tests for the unit before the concept map experience have been compared to those obtained on the assessment tests for the unit carried out using this technique, and a survey was written to find out the level of student satisfaction with the training received and the usefulness of the concept map technique. The results show that more than 65% of students earned grades between 7 and 9.5 on the concept maps created independently during the two academic years in which the proposal has been implemented. The study carried out allows us to conclude that the students have learned how to create concept maps, and evidences the usefulness of the methodology used and the need to implement more sessions for the creation of concept maps in the Natural Sciences course so that this technique is transformed into a learning strategy. The students have expressed a high level of satisfaction with the training received and the tool they have learned how to use.

Highlights

In today's Knowledge Society, teaching at the Compulsory Secondary Education (ESO) level must promote the students’ capacity for autonomous learning and the learning to learn competence
It is believed that an essential way to achieve this involves the use of effective study techniques so that students can incorporate them into their learning processes, transforming them into learning strategies that enable them to transform rote learning into significant learning (Andueza, 2016)
Empirical evidence exists that the introduction of concept maps promotes significant learning (Andueza, 2016)

Summary

Introduction

In today's Knowledge Society, teaching at the Compulsory Secondary Education (ESO) level must promote the students’ capacity for autonomous learning and the learning to learn competence. It is believed that an essential way to achieve this involves the use of effective study techniques so that students can incorporate them into their learning processes, transforming them into learning strategies that enable them to transform rote learning into significant learning (Andueza, 2016). Current legislation pertaining to Compulsory Secondary Education in Spain, Orden ECD/65/2015, of 21 January, defines the key competences that students must acquire for each of the different academic years. In order for students to be able to know and regulate their learning processes, it is essential for them to use appropriate study techniques. We could define study techniques as a set of tools used with the aim of helping to improve learning, attempting to facilitate studying and make it more effective, maximizing academic performance. According to Calero (2009), “when used properly, study techniques optimize learning, (...) those who study a single subject using three, four, five or more techniques will have increasingly greater academic achievements” (pp. 23-24)

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