Title Turinio žemėlapio metodo taikymas gamtamokslinio ugdymo procese /
Translation of Title The usage of concept map situation in science education.
Authors Bilbokaitė, Renata
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Is Part of Jaunųjų mokslininkų darbai. 2010, nr.1(26), p.77-81.. ISSN 1648-8776
Keywords [eng] Concept map ; Visualization ; Science education ; Girls
Abstract [eng] Concept map is popular method in foreign education practices; it is especially important and useful in science education. Scientific themes are difficult and unclear, thus this method helps students to understand concepts better. The research is oriented to highlight girls’ opinion in this area. There is an enormous lack of researches of such kind in this field and thus this article could be meaningful not only in small scientific case, but also in practical perspective. To argue this view there was raised the qu­estion: do girls from grades nine and ten use visual concept map in process of learning biology, chemistry and physics in the classroom or at home? It was found that those girls from grades nine and ten use concept map very rarely in science education. Three quarters of them do not use this method at all. Comparing ranges of concept map usage between scientific disciplines there is evidence that students use this method mainly in biology and this usage is statistically different from others. The chemistry lesson is the most abandoned discipline in the aspect of usage of concept map. It was stated that there were no statistically significant differences between the situation of concept map usage in grade nines and ten. The girls from both grades equally agree that they use this method very rarely in science education. Also there are no statistically significant differences between girls’ opinion that they enjoy learning biology and their usage of concept map in science education process. The girls who enjoy learning chemistry, statistically significantly rarely use concept map for preparing for biology and physics lessons, they absolutely do not use this method in chemistry. The respondents who enjoy learning physics are using concept map statistically significantly rarely during processes of learning chemistry and physics or they do not use it at all.
Type Journal article
Language Lithuanian
Publication date 2010