an innovative approach

Brown (2003) used a combination of the concept mapping technique with
collaborative learning while Lavoie (1997) used the technique with reflective writing
to study student understandings about photosynthesis. The study of Brown used the
combined strategy of concept mapping and collaborative learning in the teaching
course at the Midwest suburban high school. The course concerned studying
photosynthesis and cellular respiration. The students in experimental groups were
organized working in small groups to create maps with collaboration within the final
15 minutes of each 50-minute biology class, while the students in a control group did
not use this strategy. Achievement was assessed through Haslam and Treagust’s
(1987) two-tier test. The findings indicated meaningful learning by the experimental
group of students. The post-test scores in both experimental groups had increased
significantly more than the control group. However, Griffard and Wandersee (2001:
1049) argued that the findings which resulted from using the two-tier test might have
no validity. Students could choose correct answers because they were familiar with
the words addressed in the test. In addition, Lavoie argued the techniques without
student explanation could not indicate what they actually understood about
photosynthesis. The study of Lavoie suggested that the concept mapping technique
including students’ reflective narrative about their constructed maps would probe the
understandings. The undergraduate students majoring in elementary education at the
north central United States University were explored about their understandings of
metabolism, respiration, photosynthesis and ecology. The results illustrated that this
combined technique elicited what the students understood about the concepts.
Using the concept mapping technique integrated with descriptions of what
students themselves understand about concepts is a better way to probe students’
understanding. In this study, students were encouraged to produce their concept map
of introductory photosynthesis which was then used for analysis of their prior
knowledge. This can be used by the teacher to adapt teaching material.
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