The possibilities of using conceptual maps for detection of incorrect understanding of chemical terms at secondary schools

Anna Drozdíková, Marcela Nemcová


volume: 28
year: 2019
issue: 2
fulltext: PDF

online publishing date: 15/6/2019
DOI: 10.14712/25337556.2019.2.3
ISSN (Online): 2533-7556

Licence Creative Commons
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Our article is focused on issue of misconceptions in chemistry education, the possibilities of their detection and elimination. One of the diagnostics’ possibilities is concept mapping. Students are learned to visualize the groups of terms and their relationships through this technique. Students should search for connections between new information and ones leaned some time ago during designing concept maps. The selection of the important points related to the given information followed by graphical arrangement require critical thinking by students. So, we can say, critical thinking can be developed by assembling concept maps. The main aim of our research was to find out if and how the structure of students’ knowledge was changed after organic chemistry lessons. Concept maps were used as research methods. We were monitoring the amount of correct as well as incorrect linings between words which indicated insufficient students’ knowledge or misconceptions. The research included 16-year-old learners. The results indicate that structure of students’ knowledge was adjusted, but several incorrect connections remained unchanged what indicate persisting of misconceptions. Concept mapping was shown to be a useful method to disclose students’ incorrect understanding of chemical terms.


misconceptions, concept mapping, carboxylic acids, organic chemistry, secondary schools

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