The effects of a collaborative computer-based concept mapping strategy on Geographic Science performance in junior high school students

Cheng Chieh Chang, Guan Ying Liu, Kuang Jung Chen, Cheng Hao Huang, Yu Ming Lai, Ting Kuang Yeh

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

This study explored the effects of a collaborative computer-based concept mapping strategy on Geographic Science learning outcomes in junior high school students. A quasi-experimental approach was applied to a sample of 85 9th grade students. Class instruction lasted for five weeks, with two classes each week. Using the quasi-experimental research approach, 27 students were assigned to a constructive activities group that received instruction without concept mapping assistance (NCM), 28 students were assigned to a group that received individual computer-based concept mapping (CBCM) assisted instruction, and 30 students were assigned to a group that received collaborative computer-based concept mapping (CCBCM) assisted instruction. We explored the impact of these methods of instruction on students' memorization, understanding, and application of concepts and on their higher order cognitive ability. The findings revealed that the CCBCM and CBCM groups scored better than the NCM group on the post-test. On the retention test, the CCBCM group outperformed the NCM group on all subtests.

Original languageEnglish
Pages (from-to)5049-5060
Number of pages12
JournalEurasia Journal of Mathematics, Science and Technology Education
Volume13
Issue number8
DOIs
Publication statusPublished - 2017 Jan 1

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Keywords

  • Collaborative computer-based concept mapping
  • Conception retention
  • Geographic science learning

ASJC Scopus subject areas

  • Education
  • Applied Mathematics

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