Kesan Penggunaan Peta Konsep Dalam Pembelajaran Sains Tingkatan Satu

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Date
2002
Authors
Kok Sen, Huo
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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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