Self-Evaluation in the Concept-Mapping Approach: Learning the Concept of the Ion

Abstract

So far, research has been conducted on self-evaluation using the concept-mapping approach in science education. However, although there has been research on the value of having students draw concept maps before and after Studying the concept in question, there has not been any research on the value of having the students themselves recognize and evaluate the differences between the concept maps. In this study we had students compare their own concept maps drawn before and after studying the concept of the ion, and we examined the validity of this concept-mapping approach. As a result of these investigations, we came to the following two conclusions. First, this approach is effective for the students’ self-evaluation of their cognitive and affective abilities. Second, students have a good impression of this approach because they can recognize, by themselves, the differences between the concept maps drawn before and after learning, even when they study such difficult concepts as that of the ion. Based on these two findings we have proposed the following two points. First, this approach is very useful because teachers can give their students personal guidance in checking the concept maps drawn by the students. Second, with this approach students can monitor their self-evaluation by referring to their self-evaluation scoring sheet, and it is important to encourage the autonomous ability of students to learn.