Concept mapping and pupils’ learning in primary science in Singapore

Conclusion

The conclusion drawn from this study is that the use of concept mapping as a revision tool does enhance concept learning in primary science. Pupils in the experimental group who embraced concept mapping as an instructional and revision tool achieved significantly better results as evidenced by the improvement in mean scores of the post test than those in the control group that uses outlining. More significantly, concept mappers achieved significantly better scores in the continual assessment. Thus concept mapping is a potential method to make explicit links and relations between concepts and as a technique to study the coherence between different concepts in pupil's knowledge structures (Novak & Gowin, 1984), visualization of concepts and their interrelationships by concretizing and by explaining the meaning of concepts.

The greater gain score between mid year exam and first continual assessment of the experimental groups in both streams when compared to the control group has given first signs of a positive impact of concept mapping on the durability of pupil science learning. Although concept mapping does not necessarily lead to greater amounts of concept gain, it seems it can have a positive impact on the strength or depth of pupil's constructed conceptions. The similarity of the outcomes over both gifted and main stream pupils of this study, and the significant difference in performance of the experimental and control groups, indicate that this impact is durable over a long period of time.

Concluding remarks

Current primary science curriculum thematically and spirally grouped topics to be taught across the four years from primary three to six. Concept mapping should be tapped fully as a curriculum planning tool to provide a shorthand form for organizing and sequencing ideas. The connections that concept maps facilitate, not only allow primary pupils to draw associations among the main concepts being presented to improve comprehension of science content and process skills, but also generate greater retention, higher order thinking, application, and understanding of concepts.

Concept mapping as a revision tool has the potential to promote meaningful learning and provide the teacher with insights into the mental models of pupils. Through concept maps, teachers are able to access learners' knowledge and reveal unique thought processes and also surface misconceptions harboured by the learner. The patterns developed in pupils' concept maps can be interpreted as being indicative of progressive levels of understanding. This will enable teaching to be more precisely focused on the pupils' needs and so make more effective use of class time.

Concept mapping can be a valuable revision tool for primary science pupils as the Primary School Leaving Examination tests science concepts learnt in all four years of primary science education. Concept maps are particularly useful in helping pupils to have an overview of the science concepts they have learnt over the four years of formal primary science instruction.

Concept maps could also be used to highlight science concepts with varying degrees of magnification to the level of a specific science lesson, with each map showing key concepts and concept relationships necessary to understand the larger or more explicit domain of science.

Concept mapping shows promise in improving the quality of science education and is a potentially valuable learning and revision tool as well as a teaching device in the science educators' toolbox.