Concept mapping and pupils’ learning in primary science in Singapore

dc.creator	Yuan LING
dc.creator	Hong Kwen BOO
dc.date	2007-12-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:09:29Z
dc.date.available	2015-07-20T22:09:29Z
dc.identifier	1609-4913
dc.identifier	https://doaj.org/article/ea25343337e94f19aadf51d2eb32a108
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/12839
dc.description	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?
dc.language	English
dc.language	Chinese
dc.publisher	Hong Kong Institute of Education
dc.relation	http://www.ied.edu.hk/apfslt/v8_issue2/lingy/index.htm
dc.relation	https://doaj.org/toc/1609-4913
dc.source	Asia-Pacific Forum on Science Learning and Teaching, Vol 8, Iss 2, p 11 (2007)
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Concept mapping and pupils’ learning in primary science in Singapore
dc.type	article