The role of integration of laboratory activities and concept maps of correct misconceptions in general chemistry

Abstract

This research aims at knowing the effect of a suggested strategy based on complementary between the lab activities and concept maps in the arrangement of the alternative imaginations and in the acquisition of the chemical concepts for the first-year secondary pupils, and to achieve this objective the researcher has relied on the descriptive as well as experimental methods. In the sample of study, the first-year secondary pupils have been chosen where 80 pupils (boys and girls) were divided into two groups: the experimental group and control group. The control one has been taught with the traditional method and the experimental one with the complementary method between the lab activities and the concept maps. Then the two groups have been submitted for pre-evaluation and post-evaluation. The analysis of the results has realized that the pre-evaluation showed that both groups had not considerable differences in terms of statistic meaning. However, in the post-evaluation, it has been realized:

There are differences in statistic meaning at the meaning level (0.05), between the average marks of the experimental group and the average of their peers in the control group in the test of acquisition of chemical concepts "The Matter and its Transformations" for the benefit of the experimental group. The use of lab activities and the concept maps has led to the formation of a rich, correct and coherent network of concepts. The effectiveness of the lab activities and the concept maps ON the correction of the misconceptions of pupils to the chemical concepts.