A Study of Concept Mapping as an Instructional Intervention in an Undergraduate General Chemistry Calorimetry Laboratory
Year: 2015
Type: article
Abstract: This investigation, rooted in both chemistry and education, considers outcomes occurring in a small-scale study in which concept mapping was used as an instructional intervention in an undergraduate calorimetry laboratory.A quasi-experimental, multiple-methods approach was employed since the research questions posed in this study warranted the use of both qualitative and quantitative perspectives and evaluations.For the intervention group of students, a convenience sample, post-lab concept maps, written discussions, quiz responses and learning surveys were characterized and evaluated.Archived quiz responses for non-intervention students were also analyzed for comparison.Students uniquely constructed individual concept maps containing incorrect, conceptually correct and" scientifically thin" calorimetry characterizations.Students more greatly emphasized mathematical relationships and equations utilized during the calorimetry experiment; the meaning of calorimetry concepts was demonstrated to a lesser extent.Concept mapping assisted knowledge construction while minimally bridging the gap typically noted as students review thermochemistry concepts and algorithmic problem solving during the calorimetry lab.However, the summative evaluation of student progress via concept map analysis may better inform teaching practice.The innovative use of concept mapping as a formative assessment in calorimetry laboratory requires further study.
Author: Mary Stroud
Institution: University of Cincinnati
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2526798530