The effect of concept mapping on students’ learning achievements and interests

The research described in this paper examines whether conceptual diagrams are useful for improving the student's academic performance and interest. Participants were 124 students from two classes of senior accounting program of Taiwanese college management school. Experimental data clarify two important results. First, the use of a concept mapping strategy can significantly improve the student's academic performance compared to the use of traditional exemplary teaching methods. Secondly, most students are satisfied with the use of the concept map in the senior accounting course. They said that conceptual maps can help them to understand, integrate and clarify accounting concepts and enhance their interest in learning accounting. They also believe that the concept map can be used effectively in other course areas.

Although the conceptual mapping of stents is known to have a positive impact on student learning, it is worth further examination in two ways. First, the flexibility of building a map based on a computer-based concept map needs further research. Heeren & Kommers (1992) suggests that the flexibility of mapping is an important principle of concept mapping. The way students flexibly create maps has benefits for many students with different learning styles and skills. In this study, students using the "scaffolding" version used a "self-constructing" version that is superior to students, but in the "self-constructing" version, the percentage of students that wish to be the highest became.

When teaching historical concepts, I often use conceptual diagrams, as they are very effective in learning historical terms. For example, in order to study the major development of Turkey during the Ataturk era from 1932 to 1938, we created a concept map with students. Students will learn more by establishing relationships between historical concepts. (T35) Draw conceptual diagrams including arrows and squares on the blackboard, explain the concept of Silk Road to students, classify concepts, reveal related terms and concepts, and then consider these arrows for students Establish a logical relationship with the concept of the box I asked. (T32)

Reception date: January 31, 2015 Revision date: November 28, 2016 Reception: March 7, 2017 First edition online: April 17, 2017

Concept map - The concept map is a visual representation of relationships between concepts. Concepts are placed on nodes (usually circles), and the relationship concepts are indicated by arrows. In order for students to create conceptual diagrams, identify key concepts to map within the group or across the class. Students need to determine general relationships between concepts, arrange two concepts at once, draw arrows between related concepts, and phrase them to explain the relationship. By asking the students to establish an external representation of the mental model of the process, this approach helps students to examine and strengthen the organization within the model. In addition, it can highlight the possibility of multiple "correct" answers. More information and online concept mapping tools are in the Human and Machine Cognitive Institute. (Novak and Canas, 2008) An example is shown below.