期刊名称：Eurasia Journal of Mathematics, Science & Technology Education
印刷版ISSN：1305-8223
电子版ISSN：1305-8223
出版年度：2008
卷号：4
期号：03
页码：233-246
出版社：Pamukkale Univ Dept Sci Education
摘要：The purposes of this study were to: (1) examine whether or not the construction of
concept maps by students improves their achievement and ability to solve higher order
questions in chemistry, (2) investigate the differential effect of the treatment by gender
and achievement level, and (3) explore the relationships between performance on concept
maps and chemistry achievement. Participants were 60 tenth-grade students randomly
divided into two groups. The study spanned six weeks in a class that met five times a
week. The material covered was acid-base titration and equilibrium in weak acids. The
students were pre- and post-tested using a teacher-constructed chemistry test. Results
showed that while there were no significant differences on the achievement total score,
there were significant differences favoring the experimental group for scores on the
knowledge level questions. Moreover, there were sex-achievement interactions at the
knowledge and comprehension level questions favoring females and achievement level ¨C
achievement interactions favoring low achievers. Finally, there were significant
correlations between students¡¯ scores on high level questions and the convergence and
total concept map scores.
