Using concept maps to improve pre-service teachers' learning of scientific concepts

Identifier:  imarina:9484691

Handle: https://hdl.handle.net/20.500.11797/imarina9484691

Authors:  Valls-Bautista, Cristina; Alvarez-Herrero, Juan-Francisco

Abstract:
Concept maps can enhance meaningful learning at any level of education. The objective of this study is to investigate the role of creating concept maps in improving pre-service teachers' learning of scientific concepts. The study was carried out with 38 pre-service primary schoolteachers. After a session introducing concept maps, each participant created an initial concept map based on a given list of concepts. In subsequent sessions, participants further developed the concepts. At the end, each participant created a new concept map using the same list of concepts. Results show that the initial maps were simpler, with limited hierarchical levels, fewer connectors, and a relatively small number of concepts. The final maps demonstrated clear progress in both map structure and content, displaying a greater number of concepts, more hierarchical levels, and the use of more connectors. The final maps also reflected a deeper understanding and more coherent organization of the content. The questionnaire data revealed that the participants viewed concept maps as a valuable tool for their future classroom practices.