ENHANCING STUDENTS’ CORRESPONDING REASONING OF COGNITIVE PERFORMANCES BY ANIMATED CONCEPT MAPPING IN ELECTROCHEMISTRY

TitleENHANCING STUDENTS’ CORRESPONDING REASONING OF COGNITIVE PERFORMANCES BY ANIMATED CONCEPT MAPPING IN ELECTROCHEMISTRY
Publication TypeJournal Article
Year of Publication2018
AuthorsSu, K-D
JournalJournal of Baltic Science Education
Volume17
Issue4
Start Page662-673
PaginationContinuous
Date PublishedAugust/2018
Type of ArticleOriginal article
ISSN1648-3898
Other NumbersE-ISSN 2538-7138
Keywordsanimated concept mapping, corresponding reasoning processes, electrochemistry learning performances, problem-solving
Abstract

The use of animated concept mapping (ACM) has been linked to an innovative learning skill when conducting students’ guidance of 4 corresponding reasoning processes in electrochemistry. This research aims to establish a new perspective with ACM cognitive reasoning to broaden students’ individual developments of problem-solving skills. It is followed by a quasi-experimental approach of pre-tests, post-tests and retention-tests designed for 274 qualified college students in Taiwan. All data collected from students’ learning performances and feedback is further analyzed by means of achievement covariance, t-tests and one-way ANOVA. Analytical results reveal that ACM facilitates learning comparisons and out-performances in two groups of students in different post-test and retention-test scores. Students’ positive feedback and learning disposition also provide the predominant advantage for participants’ successful reasoning processes. Pedagogical implications suggest that ACM learning performances result in more significant collaborative reasoning.

URLhttp://oaji.net/articles/2017/987-1533709066.pdf
Refereed DesignationRefereed
Full Text