Concept mapping in chemistry lessons: Tools for inculcating thinking skills in chemistry learning

Abstract

Abstract. The aim of this study is to investigate the combination effect of concept mapping and vee diagrams as thinking tools in Chemistry among some 360 secondary students in Indonesia. This study employed a quasi-experimental ap-proach whereby students were segregated into three intervention groups: concept mapping, vee diagram and thinking skills embedded throughout the lesson (E1), concept mapping (E2) and a conven-tional approach (E3). Students were also characterized in terms of their ability: High (H), Moderate (M) and Low (L). Students' thinking skills were measured using a modified version of the Test of Integrated Process Skills (TIPS), which has beed sys-tematically justified in terms of reliability and validity. Analysis of findings reveal that the EI approach is the most effective technique in inculcating students' thinking skills. A series of follow-up analyses also demonstrate that the E1 approach is best suited for the high ability (H) students as compared to their moderate (M) and low (L) ability counterparts.