The Use of Concept Maps in the Process of Independent Study of Educational Material in Higher Mathematics

Authors

DOI:

https://doi.org/10.34142/2709-7986.2021.26.1.08

Keywords:

meaningful learning, independent study of educational material, cognitive activity, group work, learning maps, conceptual map, quality of education, competencies

Abstract

The purpose of the article is to analyze the impact of concept mapping on the level and quality of assimilation of learning material in higher mathematics in the process of independent study.

Methodology. Based on a review of the main provisions of modern theory of learning and generalization of research results presented in scientific papers on the scope of application of concept maps in the learning process, such a training experiment was conducted. For students of the two experimental groups on a certain topic of the discipline “Higher Mathematics” were offered to build conceptual maps in addition to the common teaching methods. It considered as an independent creative task. In the other two groups, which were under control, students had to study the same topic of the discipline, using traditional methods.

Results. It was determined that the results of the colloquium composed of students of experimental groups were significantly higher than those of students of control groups who did not use mapping as a method of learning during independent work. The average score obtained by students of experimental groups for the colloquium was almost 80 points, while for students of control groups it was only 72 points. Using Student’s test, the significance of the difference between the values of the sample averages of these indicators proved. If we compare the average scores for different types of tasks, the most significant was the difference in the performance of heuristic tasks, which reflect the ability to apply the acquired knowledge to solve practical problems of economic content.

Conclusions. The positive influence of the use of concept mapping in independent work of students established, which proves the thesis about the feasibility of using concept mapping as a learning tool. Further introduction of concept maps in the educational process should be based on the development of complex theoretical and practical, as well as competency-oriented tasks.

Downloads

Download data is not yet available.

Author Biographies

Larisa Norik, Simon Kuznets Kharkiv National University of Economics, Kharkiv, Ukraine

PhD in Economics, Associate Professor, Department of Higher Mathematics and Economic-Mathematical Methods, Simon Kuznets Kharkiv National University of Economics, 9 a, Nauky Avenue, Kharkiv, Ukraine.

Irina Lebedeva, Simon Kuznets Kharkiv National University of Economics, Kharkiv, Ukraine

PhD in Physics and Mathematics, Associate Professor, Department of Higher Mathematics and Economic-Mathematical Methods, Simon Kuznets Kharkiv National University of Economics, 9 a, Nauky Avenue, Kharkiv, Ukraine.

References

Aşıksoy, G. (2019) Computer-Based Concept Mapping as a Method for Enhancing the Effectiveness of Concept Learning in Technology-Enhanced Learning. Sustainability, 11(4), 1005, DOI: 10.3390 / su11041005

Ausubel, D. P. (1968). Educational psychology: A cognitive view. Holt Rinehart & Winston

Brown, D., & Pedder, J. (1998) Introduction to psychotherapy: An Outline of Psychodynamic. Tavistock/Routledge.

Buzan, T., & Buzan, B. (1993) The Mind Map Book: How to Use Radiant Thinking to Maximize Your Brain’s Untapped Potential. BBC Books

Carpineanu, S. (2020) Concept Map Vs Mind map. Blog.mindomo.com https://blog.mindomo.com/concept-map-vs-mind-map/

Conceição, S.C.O., Samuel, A., & Yelich Biniecki, S. M. (2017). Using concept mapping as a tool for conducting research: An analysis of three approaches. Cogent Social Sciences, 3(1), https://doi.org/10.1080/ 23311886.2017.1404753

Cooper, Y. & Zimmerman, E. (2020). Concept Mapping: A Practical Process for Understanding and Conducting Art Education Research and Practice. Art Education, 73(2). https://doi.org/10.1080/00043125.2019.1695478

Eppler, M. J. (2006) A Comparison between Concept Maps, Mind Maps, Conceptual Diagrams, and Visual Metaphors as Complementary Tools for Knowledge Construction and Sharing. Information Visualization, 5, 202 –210.

Daley, B.J., Durning, S.J., & Torre, D.M. (2016) Using Concept Maps to Create Meaningful Learning in Medical Education. MedEdPublish, 5(1), 11-29. https://doi.org/10.15694/mep.2016.000019

Gjorgievska, K. (2018). The Differences between Mind Maps and Concept Maps. Imindq.com. https://www.imindq.com/blog/differences-between-mind-maps-and-concept-maps

Ghorai, S., & Guha, A. (2018) Effectiveness of Concept Mapping Strategy on Physical Science Learning. International Journal of Research and Analytical Reviews, 5(3), 1014-1020.

Guzanov, B.N., & Morozova, N.V. (2014). Organization of independent work of university students in the context of the implementation of a multilevel teaching model: monograph. Publishing house Ros. State prof.- ped. Univ.

Heinze-Fry, J. (2004) Applications of concept mapping to undergraduate general education science courses. In A. J. Caas, J. D. Novak, & F. M. González (Eds.), Concept Maps: Theory, Methodology, Technology. Proceedings of the First International Conference on Concept Mapping, Vol. 1 (pp. 317-324). Pamplona, Spain.

Kizilgol, O., & Kilic, B. & Abdioglu, H. (2016). The effects of using the concept mapping and the traditional method on the academic achievement of students in learning the fundamental topics of cost accounting. Journal of Business, Economics and Finance, 5(2), 171-190. https://doi.org/10.17261/Pressacademia.2016219260

Norik, L., & Lebedeva, I. (2020). Use of conceptual maps as a method of activation of independent work of students. Kurok A. II International Scientific and Practical Internet Conference “II Shklov readings “Problems of modern natural and mathematical sciences and methods of their teaching”. Сonferences directed by Oleksandr Dovzhenko Hlukhiv State Pedagogical University. Hlukhiv.

Novak, J. (1998). Learning, creating, and using knowledge: Concept maps as facilitative tools in schools and corporations. Lawrence Erlbaum Associates.

Novak, J. D. (2010). Learning, Creating, and Using Knowledge: Concept Maps as Facilitative Tools in Schools and Corporations (2nd ed.). Routledge

Onuoha, J.C., Ejimonye, J.C., & Eneogu, N. (2016). Effect of concept mapping instructional strategy on students’ achievement and interest in economics in secondary schools in Enugu education zone. Transylvanian Review, 24(8), 1222-1230. http://dx.doi.org/10.36478/ibm.2016.6784.6788

Pushkareva, T.P. & Peregudov, A.V. (2011). Concept maps as a means of structuring mathematical information. Innovation in Continuing Education, 3, 42-45.

Reiska, P. & Soika, K. (2015). Suggestions for teacher education from concept mapping studies. Knowledge Management & E-Learning, 7(1), 149–161.

Ruiz-Palomino, P. & Martinez-Canas, R. (2013) Concept mapping as an innovative tool for the assessment of learning: an experimental experience among business management degree students. Educational Research and Reviews, 8(22), 2187-2192. https://doi.org/10.5897/ERR12.123

Shih, Ya. & Chang, B. (2020). Empirical study on the effects of social network–supported group concept mapping. RPTEL 15, 23. https://doi.org/ 10.1186/s41039-020-00143-7

Taie, E. S. (2014). Concept Mapping as an Innovative Teaching Strategy to Enhance Cognitive Learning in Nursing Administration Course. International Journal for Innovation Education and Research, 2(7), 11-25. https://doi.org/10.31686/ijier.vol2.iss7.204

Uvarov, A. Yu. (2001) Group work: cooperation in learning. Publishing house MIROS.

Verbitsky, A. А. (2018). Introduction to the problem education in the context of informatization of society. In Verbitsky A.А. Cognitive psychology in the context of the problems of modern education. https://mybook.ru/author/kollektiv-avtorov-3/kognitivnaya-psihologiya-v-kontekste-problem-sovre/read/

Downloads

Published

2021-03-31

How to Cite

Norik, L., & Lebedeva, I. (2021). The Use of Concept Maps in the Process of Independent Study of Educational Material in Higher Mathematics. Educational Challenges, 26(1), 86-101. https://doi.org/10.34142/2709-7986.2021.26.1.08