Abstract Recently, the teaching models are changing towards the consideration of students as the main actors. In this context, this work presents concept mapping as a possible teaching tool for constituting a commitment to independent study and promoting the development of skills in students. This study was designed to investigate the effect of using concept maps as a technique in teaching and learning instrumental chemical analysis course. Thus, control and experimental groups were designed. The students of the control groups were not introduced to the concept maps and were taught with the conventional learning method only while those of the experimental groups were introduced to the concept maps. Short survey and face-to-face interviews were used to evaluate the students’ response on concept map strategy, in addition to the quizzes. The results indicate that the performance of the experimental group was higher than the control group. Key words: Concept maps, Learning strategy Acknowledgement The support by the Chemistry Department and King Fahd University of Petroleum and Minerals is gratefully acknowledged. This work is supported by Deanship of Academic Development (DAD).

Concept mapping: A learning strategy for teaching Instrumental Chemical Analysis course

249th National Meeting (2015)

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