Effectiveness of Concept Mapping Based Teaching Methods on Grade Eight Students’ Conceptual Understanding of Photosynthesis at Ewket Fana Primary School, Bahir Dar, Ethiopia

Yenenesh Workneh Woldeamanuel; Nega Tassie Abate; Dessalegn Ejigu Berhane

doi:10.29333/ejmste/9276

Full Text (PDF)

Yenenesh Workneh Woldeamanuel ¹, Nega Tassie Abate ¹ ^* , Dessalegn Ejigu Berhane ¹

More Detail

¹ Bahir Dar University, College of Science, Department of Biology, Bahir Dar, ETHIOPIA
^* Corresponding Author

Abstract

Concept mapping helps learners to understand complex ideas. However, studies confirming that statement are scarce. A quasi-experimental and Design-based approaches were applied to understand the effectiveness of concept mapping based teaching method on grade eight students’ conceptual understanding of photosynthesis. Two sections of grade eight consisting of 103 students were selected randomly. Pretest results were used to assign students as experimental and control groups and treated with concept mapping and lecture methods, respectively. The post-test results of the two study groups revealed a statistically significant difference indicated that students’ treated with concept mapping method exhibited better conceptual understanding on the concept of photosynthesis than those treated with lecture method. This study suggests that science teachers should apply concept mapping method to teach science concepts systematically. The use of concept mapping method in science classes can help students to better understand the important concepts.

Keywords

concept mapping
photosynthesis
quasi-experimental design
lecture method
Ethiopia

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.29333/ejmste/9276

EURASIA J Math Sci Tech Ed, 2020 - Volume 16 Issue 12, Article No: em1918

Publication date: 28 Nov 2020

Article Views: 1361

Article Downloads: 3897

Open Access References How to cite this article

References

Adlaon, R. (2012). Assessing the Eﬀectiveness of CM as instructional tool in High School Biology (Unpublished Master’s Thesis). Louisiana State University, United States.
Ajaja, O. (2011). Which way do we go in the teaching of biology? Concept mapping, cooperative learning or learning cycle? International Journal of Science and Technology Education Research, 4(2), 18-29. https://doi.org/10.5897/IJSTER12.008
Asan, A. (2007). International Forum of Educational Technology & Society Concept Mapping in Science Class. Journal of Educational Technology and Society, 10(1), 186-195. Retrieved from https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.111.6097&rep=rep1&type=pdf
Ausubel, D. (2011). Meaningful learning: From the classical to critical review. Journal of General Psychology, 1(51), 1-15. http://www.if.ufrgs.br/asr/artigos/Artigo_ID1/v1_n1_a2011.pdf
Aziz, T., & Rahman, A. (2014). Effect of Concept Mapping Strategy on Students’ Achievement in Science at Secondary Level. https://researchgate.net/publication/281848894
Bahar, A. (2010). Revising learning difficulties in biology. Journal of Biological Research, 33(2), 84-86. https://doi.org/10.1080/00219266.1999.9655648
Birbili, M., & Lin, H. (2001). Mapping Knowledge: Concept Maps in Early Childhood Education. Journal of Interactive Learning Research, 8(3-4), 289-308. https://files.eric.ed.gov/fulltext/EJ1084931.pdf
Cheema, A., & Mirza, M. (2013). Effect of Concept Mapping on Students’ Academic Achievement. Journal of Research and Reflections in Education, 7(2), 125-132. Retrieved from https://www.informationtamers.com/PDF/Effect_of_Concept_Mapping_On_Students%e2%80%99_Academic_Achievement.pdf
Çimer, A. (2012). What makes biology learning difficult and effective: Students views. Educational Research and Reviews, 7(3), 61-71. https://doi.org/10.5897/ERR11.205
Cook, L. J. (2017). Using Concept Maps to Monitor Knowledge Structure Changes in a Science Classroom. Dissertations. 3139. https://scholarworks.wmich.edu/dissertations/3139
Csete, M. E. Doyle, J. C. (2002). Reverse Engineering of Biological Complexity. Science, 295(5560), 1664-1669. https://doi.org/10.1126/science.1069981
Darmofal, D., Soderholm, D., & Brodeur, D. (2002). Using concept maps and concept questions to enhance conceptual understanding. Journal of the Harvard- Danforth Center, 1(3), 3-6. https://doi.org/10.1109/FIE.2002.1157954
Dimec, D. S., & Strgar, J. (2017). Scientific Conceptions of Photosynthesis among Primary School Pupils and Student Teachers of Biology. International Journal of Science Education, 7(1), 49-68. Retrieved from https://files.eric.ed.gov/fulltext/EJ1137843.pdf
Fauzi, A., & Mitalistiani, M. (2018). Highschool Biology topics that perceived difficult by undergraduate students. Didaktika Biologi: Jurnal Penelitian Pendidikan Biologi, 2(2), 73-84. https://doi.org/10.32502/dikbio.v2i2.1242
Galvin, E., Simmie, G., & Grady, A. (2015). Identification of Misconceptions in the Teaching of Biology: A Pedagogical Cycle of Recognition , Reduction and Removal. Journal of Science Teacher Education, 8(2), 1-8. https://doi.org/10.3968/6519
Irez, S., & Han, Ç. (2011). Utilizing kuhnian lenses for a better understanding of the meaning of, and resistance to, educational change. International Journal of Environmental and Science Education, 6(3), 251-266. Retrieved from https://files.eric.ed.gov/fulltext/EJ959419.pdf
Jacobs-Lawson, J., & Hershey, D. (2002). Concept maps as an assessment tool in psychology courses. Journal of Methods and Techniques, 29(1), 25-29. https://doi.org/10.1207/S15328023TOP2901_06
Jena, A. (2012). Does constructivist approach applicable through concept maps to achieve meaningful learning in Science? Journal of Science Learning and Teaching, 13 (1),1. https://www.eduhk.hk/apfslt/download/v13_issue1_files/jena.pdf
Jia, Q. (2010). Abrief study on the implication of constructivism teaching theory on classroom teaching reform in basic education. Journal of educational research, 3(2), 197-199. Retrieved from https://files.eric.ed.gov/fulltext/EJ1066095.pdf
Jibrin, A., & Zayum, D. (2012). Effectiveness of Concept mapping Strategy on Accadenic Achievement of Senior secondary school students in Genetics. Journal of Science, Technology and Education, 1(1), 1-53.
Kinchin, I. (2001).If the use of concept mapping is so helpful to learning biology, why are not we all doing it? In International Journal of Science Education, 23(12), 1257-1269. https://doi.org/10.1080/09500690010025058
Kinchin, I., Hay, D., & Adams, A. (2000). How a qualitative approach to concept map analysis can be used to aid learning by illustrating patterns of conceptual development. Educational Research, 42(1), 43-57. https://doi.org/10.1080/001318800363908
Kokkonen, T. (2017). Concepts and concept learning in physics (Unpublished doectoral Disertation). University of Helsinki, Helsinki. Retrieved from https://www.semanticscholar.org/paper/CONCEPTS-AND-CONCEPT-LEARNING-IN-PHYSICS-Kokkonen/d236fc9493c983a10368b7439a6e02ce49cf64fb
Marmaroti, P., & Galanopoulou, D. (2006). Pupils’ unedrstanding of photosynthesis. International Journal of Science Education, 28(4), 383-403. https://doi.org/10.1080/09500690500277805
Moreira, M. A. (2011). Why concepts, why meaningful learning, why collaborative activities and why concept maps? Meaningful Learning Review, 1(3), 1-11. Retrieved from https://www.if.ufrgs.br/~moreira/v1n3a1.pdf
Novak, J., & Canas, A. (2006). The Origins of the Concept Mapping Tools and the Continuing Evolution of the Tool. Information Visualization, 5, 175-184. https://doi.org/10.1057/palrave.ivs.9500126
Reeves, E. P. (2015). Teaching to the Test: The Incorporation of Elements of Bar Exam Preparation in Legal Education. Journal of Legal Education, 64(4), 645-655. Retrieved from http://search.ebscohost.com/login.aspx?102974282
Safdar, M., Hussain, A., Shah, I., & Rifat, Q. (2012). Concept Map: An Instructional Tool to Facilitate Meaningful Learning. European Journal of Educational Research, 3(1), 55-64. https://doi.org/10.12973/eu-jer.1.1.55
Schmid, R., & Telaro, G. (2018). Concept mapping as an Instructional Concept Mapping Strategy for High School Biology. Journal of Educational Research, 84(2), 78-85. https://doi.org/10.1080/00220671.1990.10885996
Schwendimann, B. (2015). Concept Mapping. https://doi.org/10.1007/978-94-007
Sequeira, A. (2012). Introduction to Concepts of Teaching and Learning. National Institute of Technology Karnataka. https://doi.org/10.2139/ssrn.2150166
Shamsudin, N. (2014). Utilization of concept mapping in teaching biodiversity to lower schondary students for science class room. A case Study of Lower Secondary School Students for Science Class Room.
Stoica, I., Moraru, S., & Miron, C. (2011). Concept maps, a must for the modern teaching-learning process. International Journal of Science Education, 63(2), 567-576. https://pdfs.semanticscholar.org/cf28/b8248cf118ca8fb7c13f8730ae7ec4961ba1.pdf
Tekkaya C., Özkan Ö., & Sungur S. (2001). Biology concepts perceived as difficult by Turkish high school students. Journal of Education, 21, 145-150. Retrieved from https://www.scirp.org/(S(351jmbntvnsjt1aadkposzje))/reference/ReferencesPapers.aspx?RefeenceID=1714736
Thurmond, V. A. (2001). The Point of Triangulation. Journal of Nursing Scholarship, 33(3), 253-258. https://doi.org/10.1111/j.1547-5069.2001.00253.x
Trifone, J. D. (2006). To What Extent can Concept Mapping Motivate Students to Take a More Meaningful Approach to Learning Biology ? Science Education Review, 5(4), 1-23. Retrieved from https://eric.ed.gov/?id=EJ1057149
Udeani, U., & Okafor, P. (2012). The Effect of Concept Mapping Instructional Strategy on the Biology Achievement of Senior Secondary School Slow Learners. Journal of Emerging Trends in Educational Research and Policy Studies, 3(2), 137-142. https://journals.co.za/content/sl_jeteraps/3/2/EJC135345

How to cite this article

APA

Woldeamanuel, Y. W., Abate, N. T., & Berhane, D. E. (2020). Effectiveness of Concept Mapping Based Teaching Methods on Grade Eight Students’ Conceptual Understanding of Photosynthesis at Ewket Fana Primary School, Bahir Dar, Ethiopia. Eurasia Journal of Mathematics, Science and Technology Education, 16(12), em1918. https://doi.org/10.29333/ejmste/9276

Vancouver

Woldeamanuel YW, Abate NT, Berhane DE. Effectiveness of Concept Mapping Based Teaching Methods on Grade Eight Students’ Conceptual Understanding of Photosynthesis at Ewket Fana Primary School, Bahir Dar, Ethiopia. EURASIA J Math Sci Tech Ed. 2020;16(12):em1918. https://doi.org/10.29333/ejmste/9276

AMA

Woldeamanuel YW, Abate NT, Berhane DE. Effectiveness of Concept Mapping Based Teaching Methods on Grade Eight Students’ Conceptual Understanding of Photosynthesis at Ewket Fana Primary School, Bahir Dar, Ethiopia. EURASIA J Math Sci Tech Ed. 2020;16(12), em1918. https://doi.org/10.29333/ejmste/9276

Chicago

Woldeamanuel, Yenenesh Workneh, Nega Tassie Abate, and Dessalegn Ejigu Berhane. "Effectiveness of Concept Mapping Based Teaching Methods on Grade Eight Students’ Conceptual Understanding of Photosynthesis at Ewket Fana Primary School, Bahir Dar, Ethiopia". Eurasia Journal of Mathematics, Science and Technology Education 2020 16 no. 12 (2020): em1918. https://doi.org/10.29333/ejmste/9276

Harvard

Woldeamanuel, Y. W., Abate, N. T., and Berhane, D. E. (2020). Effectiveness of Concept Mapping Based Teaching Methods on Grade Eight Students’ Conceptual Understanding of Photosynthesis at Ewket Fana Primary School, Bahir Dar, Ethiopia. Eurasia Journal of Mathematics, Science and Technology Education, 16(12), em1918. https://doi.org/10.29333/ejmste/9276

MLA

Woldeamanuel, Yenenesh Workneh et al. "Effectiveness of Concept Mapping Based Teaching Methods on Grade Eight Students’ Conceptual Understanding of Photosynthesis at Ewket Fana Primary School, Bahir Dar, Ethiopia". Eurasia Journal of Mathematics, Science and Technology Education, vol. 16, no. 12, 2020, em1918. https://doi.org/10.29333/ejmste/9276