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ERIC Number: EJ856412
Record Type: Journal
Publication Date: 2009-Oct
Pages: 13
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1059-0145
An Investigation of Concept Mapping to Improve the Reading Comprehension of Science Texts
Oliver, Kevin
Journal of Science Education and Technology, v18 n5 p402-414 Oct 2009
This study investigated how well 74 6th-grade science students represented text structures from a 900-word textbook chapter on soil conservation, given a concept map template with four superordinate terms and 24 unsorted concepts. Findings suggest students were more successful at classifying pre-selected terms under given superordinate categories than they were at fully identifying relevant concept sets and articulating three different relationship types between terms. No significant differences were noted in the mapping performance of students at different reading levels. About two-third of students indicated they enjoyed concept mapping and would prefer to both read and map rather than just read without mapping. Students also expressed a strong preference for mapping in pairs or small groups compared to mapping alone. Multiple recommendations are provided for improving the relational thinking of students tasked with concept mapping expository science texts, including bridging to more open-ended maps, embedding mapping in longer-term inquiry projects, and leveraging collaborative and tool-based scaffolds.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 6
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A