A Study on the Use of Concept Maps in the Teaching of ‘Chemical Periodicity’ at the Upper Secondary Level

Abstract

Concept maps are special forms of web diagrams for exploring knowledge and for gathering and sharing information; they illustrate meaningful relationships between concepts. The purpose of this study was to use concept maps in the teaching of ‘Chemical Periodicity’ in view of investigating their effectiveness on students’ motivation, interest and conceptual understanding. The study was carried out through an action research over three cycles in a boys’ State Secondary School in Mauritius. Data was collected through observation during the lessons, and through achievement tests administered after each cycle. Furthermore, at the end of the action research, a questionnaire was administered to all students in the sample, and a group interview was conducted to gather information about their attitudes and views on the use of concept maps in the teaching of ‘Chemical Periodicity’. Our findings have revealed that the use of concept maps in the teaching of ‘Chemical Periodicity’ has led to enhanced conceptual understanding, as evidenced by an improvement in students’ performance in the tests in the second and third cycles. The results have also indicated that the use of concept maps has aroused and maintained a high level of motivation and interest among the students during the lessons, and has promoted interactions between teacher and students.