Bengkel Persembahan Poster Kolej Matrikulasi Pahang Anjuran Jawatankuasa
Bengkel Persembahan Poster Kolej Matrikulasi Pahang Anjuran Jawatankuasa R&D KMPh Tahun 2012 Effect of Concept Mapping on Student’s Understanding of Oxidative Phosphorylation Tor Siong Hoon & Intan Zurina bt Ahmad Unit Biologi, Jabatan Sains Kolej Matrikulasi Pahang Introduction Results & Discussion What is Learning? Quantitative Findings Independent Sample t-Test • active, constructive, cumulative, selfregulated and goal oriented process • learner plays critical role Shuell, 1993 • self-regulated - capability to mobilize • direct and sustain learner’s learning efforts towards achieving a goal. Ausubel, 1968 Pretest Mean score (based on TOV) Intervention (Teaching using Concept Mapping Posttest Mean score (based on Oxidative Phosphorylation Experimental group 6. 068 √ 5. 572 Control group 6. 040 X Independent Sample t-Test Background & Objectives Researcher’s observations from past experience that: v students face difficulties organizing knowledge in meaningful related chunks Teachers faced challenges to help students to meaningful learning 4. 940 showed that the variances are not different at α=0. 05 as p-value = 0. 953 > 0. 05. Means that Both Experimental and Control Groups homogenous (have the same take off points) v. Comparison of achievements using independent sample t-test shows that at α=0. 05, p=0. 042 0. 05. v. Achievement using concept mapping as instructional tool is higher compared to those who students who do not use concept mapping for learning the topic Qualitative Findings A comparison was made between students’ concept maps and the Criterion map What is Concept Mapping? Concept Maps vprovide a visual outline of an individual’s knowledge structure vmakes visible the abstract concepts - enable students visually interact with the knowledge structure constructed (Franciso, 2002) vstrategy is the ability to recognize possible deficiencies in knowledge structure Experimental Design of inter membrane space NADH into passed down he sis nt proton gradient which is pumps H⁺ phosphorylation to undergo proton motive force ADP s e driv to form dr ive s. H ⁺t catalyzes hr ou gh ATP synthase which is oxygen producing water Criterion Map Student’s map & Respondents Learning based on lecture notes downloaded from Web-based Learning Test on oxidative phosphorylation s te crea final electron acceptor Methodology Control group v. Learn the usual way WITHOUT using Concept Mapping v. Group presentation ATP which uses from Electron Transport Chain es Chemisosmosis finally to v Quasi-experimental study v Two intact tutorial classes taught by researcher during the first semester of the 2008/09 academic session v 50 students involved as respondents www. Poster. Presentations. com redox reactions electrons i. Assess students’ understanding of oxidative phosphorylation. ii. Investigate the effect of concept mapping on students’ achievement. ge ne rat uses process of as Objectives RESEARCH POSTER PRESENTATION DESIGN © 2012 res captu sy Oxidative phosphorylation & electron transport chain in vstudents often memorize facts especially abstract concepts Oxidative Phosphorylation y energ Experimental group v. Previously been taught Concept Mapping v. Group presentation USING concept maps based on 17 concepts provided 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. Conclusion & Implications v Students’ achievement using concept mapping is higher v Concept maps are able to help teachers to identify students’ misconception and access students’ understanding concerning abstract concept on oxidative phosphorylation. References Francisco, J. S. et. al. Assessing Student Understanding of General Chemistry with Concept Mapping. Journal of Chemical Education, 79 (2), 248 -257. Shuell, T. J. (1987). Cognitive psychology and conceptual change: Implications for teaching science. Science Education, 71(2), 239 -250.
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