Educatio biologiae, No. 2., 2016.
Izvorni znanstveni članak
CONCEPT MAPS AS A TOOL FOR BETTER LEARNING BIOLOGY IN HIGH SCHOOL
Kristina Latin
; Odjel za biologiju, Sveučilište J. J. Strossmayera u Osijeku, Osijek, Hrvatska
Enrih Merdić
; Odjel za biologiju, Sveučilište J. J. Strossmayera u Osijeku, Osijek, Hrvatska
Irena Labak
orcid.org/0000-0001-9394-5131
; Odjel za biologiju, Sveučilište J. J. Strossmayera u Osijeku, Osijek, Hrvatska
Sažetak
The main aim of the present study was to explore whether the students achieve better learning results while using traditional (frontal) method or conceptual maps during their learning process. As well, we aimed to explore the relationship between the usage of conceptual maps and long-term memorization. This research was conducted in the school years 2013/2014 and 2014/2015 on the sample of 101 students attending second grade of Natural sciences and mathematics highschool in Osijek. This study included several lessons dealing with “Birds” and “Mammals” as well as associated quizzes, and final and repeated final tests. With two student groups, the lessons were conducted by means of frontal method, whereas with two other groups of students the same teaching units were processed by using conceptual maps. The results showed that students who use conceptual maps achieve better results in comparison with the students who have processed new teaching units by the means of frontal method. On the basis of a repeated written final test we conclude that conceptual maps help students gain long-term memory of acquired knowledge.
Ključne riječi
active learning; conceptual maps; cognitive levels; retention of knowledge
Hrčak ID:
171168
URI
Datum izdavanja:
22.12.2016.
Posjeta: 3.447 *