The use of concept maps as advance organizers in grade seven science

Abstract

Concept maps are heuristics for visually representing conceptual systems. The technique is generally associated with Ausubelian views of learning and cognition. The device has potential for use as an advance organizer type of preinstruction. This study compared two systems for organizing and presenting science material: the traditional method as prescribed by the textbook, and an Ausubelian approach that integrates concept maps as advance organizers.

Eighty-nine grade seven students in four classes took part in the study. Pretest scores showed all participating classes were equal. For research purposes, the four classes were then divided into two groups: control (N = 45) and organizer (N = 44).

Organizer group subjects received concept maps and brief oral presentations before lessons. Control group subjects received no preinstruction. Lesson content was the same for both treatment groups. Both groups received six weeks of instruction. A pretest and posttest determined if there was a significant difference between the groups. After the first unit the experimental and control groups were reversed. During the first six-week unit on Living Things, the organizer group scored significantly higher (p =.0195) than the control group. After the second six-week unit on Solutions, similar results were found (p =.013) in favor of the experimental group using a concept map as an advance organizer.

The results of this study found almost a 10% increase in learning of science material. It is concluded that using concept maps as advance organizers for organizing and presenting material is a valid metacognitive heuristic for improving meaningful learning in science.