World Journal of Chemical Education
ISSN (Print): 2375-1665 ISSN (Online): 2375-1657 Website: http://www.sciepub.com/journal/wjce Editor-in-chief: Prof. V. Jagannadham
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World Journal of Chemical Education. 2015, 3(1), 22-26
DOI: 10.12691/wjce-3-1-3
Open AccessArticle

Concept Maps in Organic Chemistry Practicals

Ram Babu Pareek1,

1DESM, Regional Institute of Education (RIE) Ajmer, India

Pub. Date: February 25, 2015

Cite this paper:
Ram Babu Pareek. Concept Maps in Organic Chemistry Practicals. World Journal of Chemical Education. 2015; 3(1):22-26. doi: 10.12691/wjce-3-1-3

Abstract

Chemistry laboratories have played an important and effective role in chemistry education. However, students frequently lack the ability to associate their laboratory experience with the important chemical concepts. The objective of practical work and experimentation in science curriculum is universally accepted. Students can appreciate various concepts of chemistry through laboratory experiments. The main goal of this study was to investigate into students’ understanding of organic chemistry practicals through the use of concept maps in pre-lab and post-lab sessions. The study was conducted during field work in senior secondary school, using 40 chemistry students in class XII. The experimental group was given treatment based on pre-lab and post-lab sessions using concept maps, while the control group followed a traditional method in which instructions as to what to do were given and students performed the practical as per instructions. Concept mapping was developed to help students make conceptual connections while doing laboratory work. Both groups took 20-item achievement tests one week after each experiment. The students’ performance was evaluated after each experiment. Students were interviewed to get their perceptions regarding usefulness of pre-lab, post- lab sessions in chemistry practicals. Significant differences were found between experiment and control group with respect to students’ understanding as determined by achievement tests. Students responded very positively towards the use of pre-lab and post-lab sessions in the laboratory, and they felt strongly that using concept maps in pre-lab and post-lab sessions helped them understand the theory reasoning involved in organic chemistry experiments. Students’ perceptions concerning the usefulness of concepts maps in chemistry practicals were also explored. The use of concept maps in practicals are intended to stimulate the students’ interest in conducting organic chemistry practicals.

Keywords:
laboratory work practicals organic chemistry concept map pre-lab and post- lab sessions

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