Investigating the use of concept mapping in teaching biological classification.
Table Of Contents
<p>1. Introduction<br> 1.1 Background and rationale<br> 1.2 Research objectives<br> 1.3 Research questions<br>2. Literature Review<br> 2.1 Theoretical framework<br> 2.2 Concept mapping in education<br> 2.3 Biological classification and student understanding<br> 2.4 Previous studies on concept mapping in biology education<br>3. Methodology<br> 3.1 Research design<br> 3.2 Participants<br> 3.3 Experimental procedure<br> 3.4 Data collection<br> 3.5 Data analysis<br>4. Results<br> 4.1 Descriptive statistics<br> 4.2 Analysis of pre- and post-test scores<br> 4.3 Analysis of concept maps<br> 4.4 Analysis of student feedback<br>5. Discussion<br> 5.1 Interpretation of results<br> 5.2 Implications for biology education<br> 5.3 Limitations of the study<br> 5.4 Recommendations for future research<br></p>
Project Abstract
This research project aims to investigate the use of concept mapping as a teaching tool for enhancing student understanding of biological classification. The study will explore how concept mapping, a visual representation of knowledge connections, can facilitate students' comprehension of the hierarchical structure and relationships within the classification system. A sample of 60 high school students will be divided into two groups an experimental group that will create concept maps and a control group that will receive traditional instruction. Pre- and post-tests, as well as concept map analysis and student feedback, will be used to collect data on students' understanding of biological classification. The findings of this study will provide insights into the effectiveness of concept mapping as a pedagogical approach in biology education.
Project Overview
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