Abstract
”To map” is to construct a bounded graphic representation corresponding to a perceived reality. Thus, ”to map” has always meant ”to know.” In this paper cognitive maps were used to assess learning achievement by analyzing changes in learner maps before, during, and after the ”acid rain” STS activities to see how the activities promote understanding, develop high order thinking, and achieve the learning goals. The learners were asked to revise their maps continually through the activities, because knowledge construction is a dynamic process. The cognitive maps constructed were evaluated on these criteria: (a) issue awareness; (b) understanding of issue related knowledge; (c) strategies for decision making or problem solving; and (d) potential effects of applying the alternate strategies on human being, nature, and society. Increased knowledge construction and value clarification related to the issue were observed in: (1) addition and deletion of components; (2) interrelation of components; and (3) deployment of components. The learner showed awareness of the issue that the mankind caused, and therefore, should be held responsible to take action, prevent, and solve. Thus learner mapping is a powerful learning tool that helps them link, organize, construct, modify, and elaborate their cognitive frameworks for new situations.
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