Improving the Instructional Quality of the Chemistry Course by using conceptual maps

Traditional approaches and assumptions about the transition of knowledge from teacher to students have been overshadowed by new approaches like "Constructivism". In most Iranian schools, however, the presentation of content is still based on simple transition of concepts from teacher to students. The content of Iranian schools' curriculum is remarkably similar to that of other countries, but Iranian students have a relatively poor performance in comparison with their counterparts in other countries. Thus, paying more attention to new methodologies serves as the best sort of investment in the Ministry of Education. "Conceptual Map" is a new approach to effective teaching-learning based on Constructivism and Ausubel's Meaningful Learning Theory. Conceptual Map can be described as a drawing tool that organizes a set of concepts and meanings in a specific framework based on logical relations. It leads to deep and meaningful learning which is in contrast with rote learning. Conceptual map based curriculum on have many advantages. The present article intends to not only introduce conceptual maps but also elaborate on their application as a teaching-learning strategy, which is in turn an essential stage in course planning, in improving the instruction quality of the chemistry course in Iranian high schools.