Use of technology-assisted techniques of mind mapping and concept mapping in science education: a constructivist study

Abstract

The study aims to investigate the effects of using mind maps and concept maps on students' learning of concepts in science courses. A total of 51 students participated in this study which used a quasi-experimental research design with pre-test/post-test control groups. The constructivist-inspired study was carried out in the sixth-grade science course unit of ‘Light and Sound’ in a primary school with two experimental groups and one control group. The intervention was held in the experimental group 1 by using technology-assisted technique of mind mapping, in the experimental group 2 by using technology-assisted technique of concept mapping, and in the control group by means of traditional classroom instruction. After the intervention in the experimental groups, concept tests and open-ended questions related to the unit were used as post-tests. According to the data obtained from concept tests, it was found out that all groups' understanding of concepts was equivalent. Significantly, students in the experimental group 2 reported positive opinions, stating that learning through concept maps was useful and engaging.