ON THE USE OF CONCEPT MAPS AT DIFFERENT STAGES OF CHEMISTRY TEACHING

Abstract

This paper illustrates the use of concept maps in combination with demonstration experiments. At elaboration and systematization sessions, concept maps are combined with demonstration experiments to help students to apply their knowledge of concepts and their interrelations, as well as to formulate theoretical explanations for the observed changes. This approach is illustrated by two examples: (i) an introductory chemistry session in the seventh grade of an elementary school and (ii) the systematization sessions of the topic ‘chemical reactions’ in the ninth grade (first grade of gimnasia in Yugoslavia). Also, this paper shows how concept maps can be used to determine whether students, by themselves, connect the concepts taught within physics and chemistry classes. [Chem. Educ. Res. Pract. Eur.: 2000, 1, 135-144]