Cmap
Design and Validation of a Teaching Sequence Based on Concept Maps to Achieve Meaningful Learning of Science Content in Primary Education

Martínez, Guadalupe and Mateos, Milagros and Naranjo, Francisco L. (2016) Design and Validation of a Teaching Sequence Based on Concept Maps to Achieve Meaningful Learning of Science Content in Primary Education. In: Innovating with Concept Mapping. 7th International Conference on Concept Mapping, CMC 2016 Tallinn, Estonia, September 5–9, 2016 Proceedings. Communications in computer and information science, 1 . Springer International Publishing, Cham: Switzerland, pp. 54-65. ISBN 978-3-319-45501-3

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Abstract

A comparative study was conducted between a traditional method- ology for teaching scientific contents and an experimental methodology based on the construction of a didactic sequence using concept maps as a resource for teaching-learning. Four groups of students aged 9–10 were selected, two acting as Control Groups and two as Experimental Groups. The objective was to find out the differences between the selected educational methods, in terms of the learning that 4th grade students acquire. The results showed a higher degree of effectiveness on the teaching methods used in the EG against the methods used in the CG. Students in the CG did not remember on the long term the contents taught in a traditional way, which seems related to rote learning. By contrast, students using concept maps had a more meaningful learning. In conclusion, concept maps are an important resource for improving the acquisition of sci- entific knowledge in primary education.

Item Type: Book Section
Uncontrolled Keywords: Paper, CMC2016
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education
Q Science > QA Mathematics > QA76 Computer software
Divisions: UNSPECIFIED
Depositing User: Mr. Ernest Prats
Date Deposited: 04 Mar 2018 11:17
Last Modified: 04 Mar 2018 11:17
URI: http://eprint.ihmc.us/id/eprint/415

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