Concept mapping and pupils’ learning in primary science in Singapore

Research method

Overview

The research design of this study is evaluative which facilitate gathering of empirical data and thereby making possible some valid statements about the effects of concept mapping on pupils' understanding and learning of science.

Two classes from both gifted and mainstream pupils were selected and assigned to two groups. All pupils first attempted the pre test to the topic. Pupils in the experimental group were continuously exposed to concept mapping as a learning and revision tool in concurrence to the topics taught.

Secondly, pupils constructed a concept map in groups of four for the concurrence topic based on the concept lists provided by the teacher. Pupils from the control group outlined the summary in point form for the same topic taught.

Thirdly, pupils from both groups took the post test of the topic and their results were analyzed in a quantitative analysis. The above procedure was repeated for each of the topics covered in the first term for both the gifted and main stream pupils. Pupils' results in the first continual assessment and mid year exam were also compared in an attempt to check on the validity of concept mapping in enhancing the retention of concepts over three months.

Participants

This study took place in an all boy's school cum Gifted Education center receiving the top 1% of boys from the primary three gifted streaming test. All pupils were from Primary four. One class of randomly selected gifted and main stream pupils (N=16, N=40 respectively) were constantly introduced to concept mapping as a topic learning and revision tool for topics covered in the first semester to help them to create a concept map at the end of each of the topics taught. The control class of the gifted and main stream pupils (N=15, N=37 respectively) outlined a summary of the same topics taught using point form. Gifted pupils covered the topics of matter and light in Term 1, the topics of heat and plant parts in Term 2. Main stream pupils covered the topic of matter in Term 1 and the topic of water in Term 2.

Instrumentation

Test formats

To ensure the test validity and comparability of the pre and the post tests for each topic, a table of specifications was drawn up to facilitate the crafting of test questions to involve the same concept and process skills for the topic tested for both the pre and post tests. Based on the past years' tests, multiple choice questions amounting to 5 marks and open ended questions amounting to 10 marks were selected and modified to remain in line with the learning objectives of each topic for the pre tests.

Selected questions were crafted to test pupils' application and linking of concepts. A parallel set of questions was selected for the post tests. A panel of experts comprising of National Institute of Education professors validated the test items, suggested model answers and the marking scheme before finalization of both pre and post tests. Pupils had 30 minutes for the pre and post tests respectively to finish both the multiple-choice questions and open-ended questions for each topic.

Scoring of pre and post tests

The first author evaluated and scored both sets of tests for each of the topics; the scoring adhered closely to the marking scheme. Marks were awarded for each correct option for multiple choice questions and the concept applied for the open ended questions. Wrong choices made for multiple choice questions were not penalized but correction for guess work was factored in. Partial marks according to the marking scheme were awarded for partial concept application in the open ended section of the tests. To ensure the reliability of the scoring scheme, a sample of scripts were scored by the second author.

Concept mapping technique

Procedures during concept mapping training phase

Concept mapping skills began in the third week of Term One and stretched over a term. The teacher explicitly spent one hour guiding the pupils in the experimental group through a concept mapping workshop. In the course of the workshop, the teacher introduced concept maps to the pupils by explicitly informing the pupils of the components and construction of concept maps and the purpose they serve. During the workshop, pupils had hands-on practice to develop concept maps on common topics in groups of four with reference to the concept list for the topics.

Pupils' grasp of concept mapping skills was also facilitated by the use of concept map as part of the instruction and topic revision. When teaching the topic, the teacher explicitly highlighted to the pupils the linkages of the various concepts.

Pupils in both the gifted and main stream experimental classes then worked in groups of four to develop the concept maps during the last 30 minutes lesson for each of the topics covered. Pupils made reference to the concept lists provided for each of the topics. The concept maps created by pupils should extend the list of concepts beyond the reference concept list with hierarchical structure, differentiation and integration among concepts.

Pre exploratory study

A pre exploratory study was carried out with existing primary five pupils who have gone through the primary four syllabus. Five selected pupils from each stream went through the pre test, concept map construction and post tests to ensure the validity of the questions, marking schemes of the tests.