Abstract
A comparative study was conducted between a traditional methodology 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 scientific knowledge in primary education.
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Acknowledgements
The authors are grateful for the funding received for this research to the Regional Government of Extremadura and the European Regional Development Fund (Grant GR15009), and to the Ministry of Economy and Competitiveness of Spain (Project EDU2012-34140).
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Martínez, G., Mateos, M., Naranjo, F.L. (2016). Design and Validation of a Teaching Sequence Based on Concept Maps to Achieve Meaningful Learning of Science Content in Primary Education. In: Cañas, A., Reiska, P., Novak, J. (eds) Innovating with Concept Mapping. CMC 2016. Communications in Computer and Information Science, vol 635. Springer, Cham. https://doi.org/10.1007/978-3-319-45501-3_5
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