Exploring the Use of Concept Mapping in Teaching Chemical Reactions
Table Of Contents
<p>1. Introduction<br> 1.1 Background and Rationale<br> 1.2 Research Objectives<br>2. Literature Review<br> 2.1 Concept Mapping in Education<br> 2.2 Concept Mapping in Chemistry Education<br> 2.3 Benefits and Challenges of Concept Mapping<br>3. Methodology<br> 3.1 Research Design<br> 3.2 Participants<br> 3.3 Data Collection Methods<br> 3.4 Data Analysis<br>4. Results and Discussion<br> 4.1 Student Engagement and Concept Mapping<br> 4.2 Knowledge Retention and Concept Mapping<br> 4.3 Concept Connections and Concept Mapping<br>5. Implications for Chemistry Education<br> 5.1 Pedagogical Implications<br> 5.2 Recommendations for Practice<br></p>
Thesis Abstract
<p> This project aims to investigate the effectiveness of concept mapping as a teaching tool for enhancing student understanding of chemical reactions. The study will explore the impact of concept mapping on student engagement, knowledge retention, and ability to connect various concepts in the context of chemical reactions. By examining the use of concept mapping in the classroom, this research seeks to provide insights into its potential as a pedagogical strategy for improving chemistry education. <br></p>Thesis Overview
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