The Comparison of Different Concept Mapping Tasks in Chemistry Education

Nurcan Turan-Oluk, Güler Ekmekci


For the use of concept maps as a widespread evaluation tool, it is necessary to determine which concept mapping method reveals the knowledge of the student in a valid and reliable manner in the reliable and efficient manner. This study is concerned with the efficiency of four different concept mapping tasks which are Novak type, numbering type, fill in the nodes and fill in the relations methods as an assessment tool. For this purpose, the opinions of the participants about the process were indicated by providing to prepare the concept maps with different methods by participants. In this study, the opinions of the pre service chemistry teachers were examined with a case study based on qualitative approach. The opinions of the participants were determined by using Diary1, Diary2, written questions about the opinions of Concept Map, semi constructive interview with the pre service teachers, focused group discussion, in class discussions, videotaped records and field notes of the instructor. In the study, the validity of the data was achieved by data sources triangulation According to the results of this study, the Novakian and numbering methods are much time consuming in terms of preparing and scoring. However, both these methods are much more sufficient and distinguishing assessment tools than filling the blank methods. They must be preferred to filling the nodes method if there are no time constraints and the rater is professional enough. The fill in the blank maps are very suitable for the summative assessment since they are easy to prepare, score and impartial. However, it should be considered the chance scores which will be able to affect the points especially in the fill in the nodes maps.


Concept mapping tasks, fill in the blank concept maps, novaki-an concept map, numbering method, , preservice teachers’ opinions

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