Asia-Pacific Forum on Science Learning and Teaching, Volume 8, Issue 2, Article 11 (Dec., 2007) Yuan LING & Hong Kwen BOO Concept mapping and pupils’ learning in primary science in Singapore Contents Next

Concept mapping and pupils’ learning in primary science in Singapore

¹Yuan LING and ²Hong Kwen BOO

¹Catholic High Primary
²National Institute of Education
Nanyang Technological University, SINGAPORE

E-mail: ¹ ling_yuan@moe.edu.sg
² hongkwen.boo@nie.edu.sg

Received 24 Oct., 2007
Revised 28 Dec., 2007

Contents

• Abstract
• Background and introduction
• The learner and learning: philosophical and theoretical principle
  • Meaning of meaningful learning
  • Constructivist learning
  • Concept mapping
  • Concept maps as learning tools in science education
  • Concept maps as learning tools for young learners
• Research method
  • Overview
  • Participants
  • Instrumentation
  • Concept mapping technique
• Data analysis of exploratory study
  • Quantitative Analysis of Results
• Discussion
  • Quantitative analysis
• Conclusion
  • Concluding remarks
• References
• Appendix
  • Appendix I: Statistical analysis of pre and post test results gifted stream pupils
  • Appendix II: Table of specifications for pre and post tests for the various topics for gifted and main stream
  • Appendix III: Sample pupils answers from the pre tests for the various topics in both streams
  • Appendix IV: Sample pupils answers from the post tests for the various topics in the order of most improved, moderately improved and no improvement in both streams

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Abstract

This paper reports on a quasi-experimental study which examined the effectiveness of concept mapping as a revision tool in enhancing pupils' examination performances in primary science. The research objective seeks to determine whether there are significant differences in achievement between the concept mapping and traditional method of revision groups after treatment in both primary gifted and mainstream classes. This research hopes to establish the relationship between pupils' understanding of science concepts along with performance and use of concept mapping as a revision tool in primary science. Findings of this study will be useful towards the implementation of concept mapping as an instructional and revision tool in the primary science classroom.

Objective

The purpose of this study is to examine, in a systematic manner, the effectiveness of concept mapping as a revision tool in enhancing pupils' learning and understanding of primary science concepts.

Interest in knowledge representation and knowledge elicitation has increased greatly over the past decade and new literatures are emerging on this topic. However, a literature search on concept mapping in Singapore classrooms revealed that thus far no systematic studies have been done, especially in the area of primary science education. Research on concept mapping has only been systematically examined and documented in the teaching of lower secondary history (Loh, 1987) and secondary science (Mohamed Nasir, 1992) in the local context. There were three conference/seminar papers involving the use of concept mapping in science in Singapore (Chang, 1989; Lloyd, 1992; Wan, Lee, Goh & Chia, 1992)

This study extends the research on concept mapping done in Singapore to primary science classrooms in terms of its effectiveness and potential in enhancing learning and understanding science concepts as compared to the traditional method of revision using outlining method among both the gifted and main stream pupils.

Significance

Findings from this study will go some way in addressing the lack of knowledge arising from systematic studies on the use of concept mapping in primary science classrooms in Singapore.

It will also complement existing knowledge concerning the use of concept mapping in science classrooms overseas, as well as locally in the use of concept mapping in secondary and non-science classrooms.

Research questions

The following research questions are proposed to further investigate this learning heuristic.

RQ1.       Does concept mapping as a revision tool help primary school pupils (both gifted and main stream) achieve better performance in terms of marks in science tests and assessments?

RQ2.       Does concept mapping as a revision tool enhance concept retention in pupils?

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