Does constructivist approach applicable through concept maps to achieve meaningful learning in Science?

Concept mapping is a constructivist approach, which enhances meaningful learning in science (Heinze-Fry and Novak, 1990). Literature suggested, concept map found an interdisciplinary approach and it assists quality instruction among students both individually and cooperatively (Novak, 1990). Especially, in science learning, review of the literature has much supported evidence, indicating the positive direction of concept map (Okebukola, & Jegede, 1988). This promoted the need for more studies to be carried out on the use of concept mapping in teaching and learning at local primary science education. So many, evidence showed, cooperative modes of concept map learning was significant and meaning making over individual modes of learning (Fraser, 1993; Novak & Gowin, 1984). However, hierarchical concept maps were studied more than spider concept map learning (Wallace & Mintzes, 1990). This is being experimented and investigated in this study through evaluation of the pupils’ immediate and delayed test scores on their linkages of the concept maps. The comparison of pupils’ first map scores and second map scores of both spiders and hierarchical cooperative and individual modes concept map encourages knowing concept retention among pupils and it has a wide range of educational implication at all levels of science learning (Cañas et al. 2001).

From all the studies, there was no clear equal evidence on concept map and on student’s achievement. Hence, further investigation is requisite in this area.