Kesan Penggunaan Peta Konsep Dalam Pembelajaran Sains Tingkatan Satu
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Date
2002
Authors
Kok Sen, Huo
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Abstract
The use of concept maps as advance organisers for the learning of science has
been reported as an effective tool in helping students in other countries. Theories that
advocate the use of this tool are schema theory and dual-coding theory. These theories
posit that concept maps that organise scientific concepts in hierarchy and redundancy
help recall of learning. The simultaneous use of verbal and visual symbols in
redundancy help to reduce the cognitive load of students while they restructure existing
schema and thereafter help the recall process of learning.
This study looks into the effects of using concept mapping as compared to the
use of linear note in learning science in Form One Malaysian Classes. Samples from
two secondary schools in the rural setting of Sarawak with their cognitive styles and
locus of control identified were involved in this study.
The results showed that in general Form One students obtained higher learning
gain in science when they make notes in linear text as compared to making notes in
concept maps for learning a single topic of science. However, the use of concept maps
seems to help students with field dependent cognitive styles to narrow the learning gain
gap with students who were identified to have field independent cognitive styles over a
short period of time. Students having internal locus of control have better test score than
students having external locus of control. Implications of these studies especially the
suitability of use of concept mapping by teachers and students in the teaching and
learning Science in Form One were discussed.
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Tecnology