Use of Concept Maps to Assess Secondary School Chemistry Investigative Practical Work

Monica Gakii Ituma

doi:10.7176/jep/10-18-19

Abstract

This paper presents simple ways in which concept maps can be used to assess meaningful learning in chemistry practical work for secondary school learners. The study was carried out using design research based study materials developed to facilitate secondary school investigative practical work in chemistry. The concept maps were used to assess learners understanding of concepts and skills learnt during the laboratory practical work. Chemistry learners at Form One level of secondary school in Kenya were involved in laboratory practical work using design based research materials for learner investigative practical work. After the practical sessions, an evaluation of students’ skill and concept understanding was done by use of two separate concept maps. The first concept map was to assist the learner articulate the understanding of concepts acquired during the lessons while the second concept map guided the learner to demonstrate the basic process skills acquired. A total of sixty (60) concept maps were analyzed. The results obtained indicated positive learner’s concept understanding as well as the effectiveness of the instructional materials in used. The learners were of the view that the concept maps helped them identify connections between learnt concepts. Keywords: Concept mapping, practical work assessment, chemistry assessment, investigative practical DOI : 10.7176/JEP/10-18-19 Publication date :June 30 th 2019

Highlights

Chemistry teaching all levels involves use of a lot of practical
Concept maps are useful in providing these important links turning the focus of learning and assessment of chemistry from rote learning to meaningful learning
Research Method Design-Based Research (DBR) design was employed in the development of instructional materials for chemistry investigative practical work that were used by the learners in carrying out laboratory activities for this study

Summary

Introduction

Chemistry teaching all levels involves use of a lot of practical. At secondary school level in Kenya, practical work involves learners carrying out well outlined activities in a cookbook style. It is of vital importance to link the concepts learnt with the activities carried out in the laboratory. Concept maps are useful in providing these important links turning the focus of learning and assessment of chemistry from rote learning to meaningful learning. This is because well-structured concept maps are able to show highly integrated knowledge structures that are important in facilitating cognitive activities and skills such as problem solving (Kilic & Cakmak, 2013)

Methods

Results

Conclusion