1. Bengkel Persembahan Poster Kolej Matrikulasi Pahang Anjuran Jawatankuasa R&D KMPh Tahun 2012
Effect of Concept Mapping on Student’s Understanding of Oxidative Phosphorylation
Tor Siong Hoon & Intan Zurina bt Ahmad
Unit Biologi, Jabatan Sains
Kolej Matrikulasi Pahang
Introduction
Results & Discussion
What is Learning?
Quantitative Findings
active, constructive, cumulative, self-regulated and goal oriented process
learner plays critical role Shuell, 1993
Independent Sample t-Test
self-regulated
- capability to mobilize
direct and sustain
learner’s learning
efforts towards
achieving a goal.
Ausubel, 1968
showed that the variances are not different at α=0.05 as p-value = > 0.05.
Pretest
Mean score (based on TOV)
Inter-vention
(Teachingusing Concept Mapping
Posttest
Mean score (based on Oxidative Phosphory-lation
Experimental group
6.068 √
5.572
Control group
6.040 X
4.940
Means that
Both Experimental and Control Groups homogenous
(have the same take off points)
Independent
Sample t-Test
Background & Objectives
Researcher’s observations from past experience that:
Comparison of achievements using independent sample t-test shows that at α=0.05, p=0.0420.05.
Achievement using concept mapping as instructional tool is higher compared to those who students who do not use concept mapping for learning the topic
students face difficulties organizing knowledge in meaningful related chunks
Teachers faced challenges to help students to meaningful learning
Qualitative Findings
A comparison was made between students’ concept maps and the Criterion map
students often memorize facts
especially abstract concepts
Oxidative phosphorylation & electron transport chain
Oxidative Phosphorylation
redox reactions
captures energy
electrons as
NADH
from
Electron Transport Chain
final electron acceptor
oxygen
water
passed down
finally to
which is
producing H⁺
into
inter membrane space
Chemisosmosis
proton gradient
creates
proton motive force
uses process of
which uses
generates
phosphorylation
ATP
ADP
ATP synthase
to form
to undergo
catalyzes
in synthesis of
drives H⁺ through
drives
pumps
Criterion Map
Objectives
Assess students’ understanding of oxidative phosphorylation.
Investigate the effect of concept mapping on students’ achievement.
What is Concept Mapping?
Concept Maps
provide a visual outline of an individual’s knowledge structure
makes visible the abstract concepts
- enable students visually
interact with the knowledge
structure constructed
(Franciso, 2002)
strategy is the ability to recognize possible deficiencies in knowledge structure
Student’s map
Experimental Design & Respondents
Quasi-experimental study
Two intact tutorial classes taught by researcher during the first semester
of the 2008/09 academic session
50 students involved as respondents
Student’s map
80% of the connections scientifically valid.
70% of students understood production of ATP is by phosphorylation of ADP with ATP synthase.
30% of the students could not make sense that the synthesis of ADP to ATP requires ATP synthase.
Methodology
Learning based on lecture notes downloaded from Web-based Learning
Conclusion & Implications
Students’ achievement using concept mapping is higher
Concept maps are able to help teachers to identify students’ misconception
and access students’ understanding concerning abstract concept on oxidative
phosphorylation.
Control group
Learn the usual way WITHOUT using Concept Mapping
Group presentation
Experimental group
Previously been taught Concept Mapping
Group presentation USING concept maps based on 17 concepts provided
References
Francisco, J. S. et.al. Assessing Student Understanding of General Chemistry with Concept
Mapping. Journal of Chemical Education, 79 (2),
Shuell, T. J. (1987). Cognitive psychology and conceptual change: Implications for teaching
science. Science Education, 71(2),
Test on oxidative phosphorylation