PARENT SESSION
Oral Session #50: Ecological Education. Presiding: A. Wallace.
Wednesday, August 8, 2001. 1:00 PM to 5:15 PM. Hall of Ideas L&M.

Web-based concept maps: a study of a novel application to increase students higher-level thinking skills in science.

Batzli, Janet¹, Luckie, Douglas¹, Long, Tammy¹, Ebert-May, Diane ¹, ¹

ABSTRACT- Concept maps (C-maps) are visual representations that enable students to connect concepts with linking words in a hierarchical diagram. C-maps as visual modeling tools can enable students to organize and retrieve ideas to enhance their understanding of complex problems. We hypothesize that students who use and revisit web-based C-maps will develop more interconnected and deep understanding of scientific principles. Students in an introductory biology course were asked to work in pairs to develop C-maps using the following concepts: photosynthesis, solar radiation, biomass, primary productivity, CO2, carbohydrates, atmosphere, energy, anabolic processes. Individually, students were then asked to write an essay in response to: How does a willow seedling increase in mass and convert energy from its environment to a form of energy inside the plant? C-maps and essays were scored independently. Our preliminary results indicate a significant correlation (p<0.05) between students C-maps and their essays. Research on learning theory indicates that the use of generative learning strategies, such as making C-maps facilitates meaningful learning by helping students build new mental relationships and/or reconstruct prior conceptions to further learning. This research explores the use of C-maps as a strategy for more accurately providing evidence of how students come to understand scientific concepts.

KEY WORDS: science education, concept maps, generative learning, java applet