Barbara Šket (Avtor), Saša A. Glažar (Avtor), Janez Vogrinc (Avtor)

Povzetek

The purpose of the research was to establish the impact of the application of a concept map in chemistry lessons on the effective solving of tasks with organic reactions content. In the first phase of the research, a concept map was produced representing the reactions of hydrocarbons, organic halogenated compounds and organic oxygen compounds, and in the second phase the produced concept map was introduced in lessons. Its impact was tested on a sample consisting of 186 students (average age of 17.8 years), who were divided into a control group (88 students) and an experimental group (98 students). Prior to the experiment, the two groups were equalized in terms of their level of development of formal logical thinking and their average grade in chemistry. A knowledge test, consisting of five problem tasks comprising multiple parts, was used as a quantitative instrument for measuring the impact of the applied concept map. The content of the knowledge test was selected on the basis of the chemistry lesson plan (reactions of organic oxygen compounds) for general upper secondary schools (in Slovenian: gimnazija). An analysis of the task solving showed statistically significant differences in the responses of the experimental group members and the control group members (experimental group M = 15.9; SD = 6.33; control group M = 13.6; SD = 7.93; p = 0.03). The produced concept map contributed to the more effective interrelation of concepts and, consequently, to more effective problem task solving.

Ključne besede

kemijske reakcije;pojmovne mape;

Podatki

Jezik: Angleški jezik
Leto izida:
Tipologija: 1.01 - Izvirni znanstveni članek
Organizacija: UL PEF - Pedagoška fakulteta
UDK: 37.091.3:54
COBISS: 10604617 Povezava se bo odprla v novem oknu
ISSN: 1318-0207
Št. ogledov: 2118
Št. prenosov: 218
Ocena: 0 (0 glasov)
Metapodatki: JSON JSON-RDF JSON-LD TURTLE N-TRIPLES XML RDFA MICRODATA DC-XML DC-RDF RDF

Ostali podatki

Sekundarni jezik: Neznan jezik
Sekundarne ključne besede: chemistry;teaching method;achievement;kemija;didaktična metoda;uspešnost;
URN: URN:NBN:SI
Vrsta dela (COBISS): Delo ni kategorizirano
Strani: str. 462-472
Letnik: ǂVol. ǂ62
Zvezek: ǂno. ǂ2
Čas izdaje: 2015
DOI: 10.17344/acsi.2014.1148
ID: 8888154