Effect of Concept Mapping on Students’ Understanding of Oxidative Phosphorylation

1. Effect of Concept Mapping on Students’ Understanding of Oxidative Phosphorylation Tor Siong Hoon Intan Zurina Pahang Matriculation College Seminar Penyelidikan Pendidikan Ke-6 KPM Tahun 2008

2. What is learning? Ausubel (1968) • self-regulated • capability to mobilize • direct and sustain learner’s learning efforts towards achieving a goal. Shuell, 1993 • active, constructive, cumulative, self-regulated and goal oriented process • learner plays critical role.

3. 2. Background of study Researcher’s observations from past experience • students face difficulty organizing knowledge in meaningful related chunks especially abstract concepts • students often memorize facts

4. Cont ……background of study • especially abstract concepts such as oxidative phosphorylation & electron transport chain Challenges faced by teachers • help students to organize knowledge into meaningful related chunks

5. Review of Literature • Based on constructivist learning theory. • Novak (1968) • educational settings • concept mapping enhance meaningful learning • Findings from studies • concept maps have tremendous capacity helping learners cope demands of learning different science concepts. • chemistry (Stensvold & Wilson, 1990), physics (Pankratius, 1987), physical science (Willerman & Mac Harg, 1991), and biology (Haslam & Tragust, 1987; Amir & Tamir, 1994).

6. What is Concept Mapping? • provide a visual outline of an individual’s knowledge structure • Making 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

7. Concept mapping in a concept map

8. Objectives of Study • Assess students’ understanding of oxidative phosphorylation. • Investigate the effect of concept mapping on students’ achievement.

9. Research Design and Sample of the Study • Quasi-experimental study • Two intact tutorial classes taught by researcher during the first semester of the 2008/09 academic session • 50 students involved

10. Control group Based on ppt notes downloaded from Web-based Learning Group presentation Test on oxidative phosphorylation Experimental group Based on ppt notes downloaded from Web-based Learning Group presentation using concept maps based on 17 concepts provided Test on oxidative phosphorylation Methodology of Study:Procedure tutorials taught

11. Take off point Comparison between the experimental and control groups • Independent sample t-test showed that the variances are not different at α=0.05 as p-value = 0.953 >0.05. • Therefore two groups homogenous

12. Qualitative analysis on students’ understanding • Based on the criterion map constructed by the researcher • oxidative phosphorylation Research question 1

13. Oxidative Phosphorylation captures energy generates uses process of redox reactions Chemisosmosis as ATP which uses electrons to form proton gradient in synthesis of creates from phosphorylation which is NADH inter membrane space to undergo proton motive force into passed down ADP drives Electron Transport Chain H⁺ pumps catalyzes drives H⁺ through finally to ATP synthase final electron acceptor which is oxygen water producing Criterion Map

14. Research Question 1Qualitative Findings • Concepts and proposition in the concept maps • Students’ conceptions as reflected in maps

15. Qualitative Findings Criterion map 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.

16. Qualitative Findings Student’s map Criterion map • Not all given concepts used • misconception concerning chemiosmosis • 70% of students failed to understand the concept of proton gradient, • proton motive force is not found at correct places

17. Response to Research Question 2 Quantitative Analysis • Quiz : Cronbachalpha 0.78. • 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

18. Conclusion • 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.

19. Recommendation • Concept mapping has been promoted as “the most important metacognitive tool in science education today” (Mintzes, Wandersee, & Novak, 2000). • Students • tremendous boost in students’ understanding of scientific concepts • Teachers • a tool to access student understanding especially to investigate misconception of biology concepts

20. Recommendations • Concept mapping “the most important metacognitive tool in science education today” (Mintzes, Wandersee, & Novak, 2000). • Concept mapping can adopted by teachers at Matriculation Colleges as alternative strategy for Teaching and Learning. • Further studies based on metacognitive tools to access students’ understanding in abstract concepts

21. Recommendations • providing summary of existing knowledge, • identifying misconceptions, • revealing gaps in understanding, • assessing students’ learning

22. Thank you