The Effects of Concept Mapping Strategy in the Undergraduate General Chemistry Course

[摘要] In this study, the effects of concept mapping on the preservice elementary teachers¡¯ achievement, conceptual understanding, anxiety toward science, and science teaching efficacy belief were investigated in the undergraduate general chemistry course. The aptitude-treatment interaction (ATI) between preservice teachers¡¯ learning approach and concept mapping strategy was also investigated. Sixty-nine freshmen from a university of education were assigned to a control group and a treatment group. Tests regarding students' learning approach, anxiety toward science, and science teaching efficacy belief were administered as pretests. Treatment lasted for 9 weeks. In every class, students in the treatment group constructed concept maps, while those in the control group solved the problems of the textbook after the lecture. After the instructions, tests of achievement, conceptual understanding, anxiety toward science, and science teaching efficacy beliefs were administered. The results indicated that students in the treatment group significantly outperformed those of the control group in the achievement test. In the conceptual understanding and the science teaching efficacy beliefs, however, no statistically significant differences were found between two groups. Students of the treatment group showed significantly higher anxiety than their counterpart in the test of anxiety toward science. No aptitudetreatment interaction between students¡¯ learning approach and the concept mapping strategy was found.

[学科分类] 化学（综合）

[关键词] Concept Map;General Chemistry;Achievement;Conceptual Understanding;Anxiety Toward Science;Science Teaching Efficacy Belief