The Effects of Integrating Computer-based Concept Mapping for Physics Learning in Junior High School
Cheng-Chieh Chang 1, Ting-Kuang Yeh 2, Chang-Ming Shih 1
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1 Institute of Education & Center of Teacher Education, National Taiwan Ocean University, Taiwan, ROC2 National Taiwan Normal University


It generally is accepted that concept mapping has a noticeable impact on learning. But literatures show the use of concept mapping is not benefit all learners. The present study explored the effects of incorporating computer-based concept mapping in physics instruction.

Material and methods:
A total of 61 9th-grade students participated in this study. By using a quasi-experimental research approach, 31 students were assigned to a group that received computer-based concept mapping assisting instruction (CBCM), and 30 students were assigned to a constructive activities group that received “Work, Power, and Energy Curriculum” instruction without concept mapping assistance (NCM). Both groups participated for eight weeks, with four sessions per week and 45 minutes per session. A pre test-post test control group design was employed.

The findings revealed that the CBCM group students scored higher than the NCM group students on the cognition understanding and higher order thinking subtests. No significant differences were found in the conception memorization subtest. In the retention test, the students in the CBCM group outperformed the students in the NCM group on all subtests.

The results of the current study revealed that concept mapping activities effectively promote higher order thinking abilities and knowledge retention.


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

EURASIA J Math Sci Tech Ed, Volume 12, Issue 9, September 2016, 2531-2542

Publication date: 29 Jun 2016

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Article Downloads: 1549

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