The Effectiveness of Group Conceptual Maps on Students' Learning Areas in Chemistry

One of the key aspects of learning is the acquiring and integrating the old and new sciences which entails acquiring process and new learning skills. The concept maps as a learning strategy can provide the pupils with adequate mastering on pre requisites. This study aims to determine effectiveness of group conceptual mapping on cognitive - emotional indicators of chemistry courses. Participants include 147 first grade high school female students and the intended educational content is chemistry. The research project is designed based on a quasi-experimental plan along with post-test and comparison group. Participants are selected using single-stage cluster sampling and specified to the test group (60 individuals) and control group (87 individuals) randomly. In test group, group conceptual maps were drawn by participants after teaching, while in control group participants were learning the same contents with common methods. Cognitive and emotional indicators of the study were evaluated by a researcher designed test respectively. Results of the study show conceptual group mapping has positive effect on students’ learning areas(remembering, application, discovery and innovation) in chemistry courses.