Cmaptools software in the Teaching of Chemistry to Teacher Training Students

Author(s):

Constancio Aguirre-Pérez

Conference:

ECER 2009

Network:

16. ICT in Education and Training

Format:

Paper

Session Information

16 SES 02 B, Computer Teachers and Teacher Training

Paper Session

Time:

2009-09-28

11:15-12:45

Room:

NIG, HS 3C

Chair:

Anthony Coles

Contribution

In this paper we present the use of the CmapTools software (free software developed by the Institute for human and machine cognition in order to help to construct concept maps in any field of knowledge). The topic chosen for it has been “Chemical bonding and properties of substances” because this topic is considered as crucial and basic in the field of Science Education for the understanding and assimilation of many other concepts as much in chemistry as in biology or earth science. Concept maps have proved to be an appropriate means of representing and organising knowledge in a graphical way, and its use can help the students to construct meaningful learning in a effectively way. Although students need time to be familiar with it, the use of this tool achieves to accelerate and make more interesting and playful the process. In this work we show the process of elaboration of the concept maps of the inclusive concepts: chemical bonding, covalent bonds and macroscopic properties in relation to the type of bonding. This useful tool can be implemented in any country at any level of the chemistry education because the facilities offered include the possibility of sharing concept maps via web because it was specially designed to support collaboration and sharing among users.

Method

We have developed this work by using concept map tools. There is no doubt that a concept map as an instructional strategy can help learners be more effective with their learning, but it requires time for students to learn how to organize information in a concept map format. Also, it takes time for users to learn the software program. Once students are familiar with the concept map strategy and tools to create them, they can use concept maps to take notes during lecture, to aid group brainstorming, to plan studies and career, to create graphics for presentations and term papers, to outline papers and presentations, and to refine creative and critical thinking. Additionally, the use of the CmapTools software can also assist with this process. IOur purpose in this paper is sharing the process of creating a learning object and showing how to use it in as an instructional aid.

Expected Outcomes

The application of the concept maps technique to the teaching of chemistry allowed the students: - To acquire greater skills during the study when reading the contents of the texts and bibliographies related to each of the topics covered and extract the concepts that are essential in connection with the proposed task. - To make generalizations of the contents under review and correct misconceptions or relationships established incorrectly. - To develop scheme contents that could be used later in presentations at seminars of the same subject and in the oral examination. - To be able to apply the concept map technique and the Cmaptools to other units of the subject “Basic Chemistry” as well as to other disciplines of the syllabus

References

[1] Pauling, L. (1992). The nature of the chemical bond., 3a. ed., pp. 618-621. (Cornell University Press: Ithaca, New York). [2] Gillespie, R.J. (1997). The greatest ideas of chemistry. Journal of Chemical Education, 69(6), 519-521. [3] Kutzelnigg, W. (1984). Chemical Bonding in High Main Group Elements. Angewandte Chemie. International Edition in English, 23, 272-295. [4] García-Franco, Alejandra & Garrita-Ruiz, Andoni (2006) Enseñanza de las Ciencias. Vol.24, nº 1. 113. [5] Peterson, R.F. & Treagust, D.F.(1989a). Grade-12 students’ misconceptions of covalent bonding and structure. Journal of Chemical Education, 66(6), 459-460. [6] Peterson, R.F.; Treagust, D.F. & Garnett, P. (1989b). Development and application of a diagnostic instrument to evaluate grade-11 and -12 students’ concepts of covalent bonding and structure following a course of instruction. Journal of Research in Science Teaching, 26(4), 301-314. [7] Dumon, A. & Merlin, A. (1988). Difficulties with molecular orbitals. Education in Chemistry, 25(2). 49-52. [8] Posada, J.M. de. (1993a). Concepciones de los alumnos de 15-18 años sobre la estructura interna de la material en el estado sólido. Enseñanza de las Ciencias, 11(1), 12-19. [9] Ausubel, D.P. (1960). The use of advance organizers in the learning and retention of meaningful verbal material. "Journal of Educational Psychology," 51, 267-272. [10] Novak, J.D. & Gowin, D.B. (1984). Learning how to learn. New York: Cambridge University Press. [11] Novak, J.D. & Cañas, A.J. (2008) “The Theory underlying Concept Maps and How to Construct and Use Them”. Institute of Human and Machine Cognition: http://cmap.ihmc.us/Publications/ResearchPapers/TheoryCmaps/TheoryUnderlyingConceptMaps.htm [12] http://cmap.ihmc.us/download/ [13] Sisovic, D. & Bojovic, S. (2000). On the Use of Concept Maps at different stages of Chemistry Teaching. Chemistry Education: Research and Practice in Europe. Vol, 1- Nº 1, 135-144.

Author Information

Constancio Aguirre-Pérez

University of Castilla-La Mancha

Pedagogía (Didáctica de las Ciencias Experimentales)

CUENCA

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