Correlationship between concept maps and problem solving skills in the Ionic Equilibrium unit of a General Chemistry course

Abstract

Concepts and their relationships are the basis of knowledge. Concept maps are representations of concepts and links among them, which provide an image of how key concepts, that are present in the cognitive structure of an individual, are organized for a given specific content or unit. An organized conceptual structure ought to facilitate problem solving and other cognitive activities, and it is assumed that successful students are able to develop related concept structures highly elaborated and integrated. Considering that the unit of Ionic Equilibrium, traditionally included in General Chemistry courses at the university level, presents difficulties to our learners we decided to evaluate the relationship between concept maps developed by the students and problem solving skills in the unit, implemented in an active and cooperative learning environment. From the qualitative point of view, concept maps were useful to determine the vision of the students in this specific area of study, allowing us to explicit the relationship that they establish between concepts, linking those that seemed dispersed. They also allowed us to detect concepts that were not developed properly in classes, to appreciate lacks in the concepts network and conceptual errors. Also, by means of the relationships that the students established among concepts presented in the maps, we could appreciate the students mastery level of the specific content and the gaps among concepts considered important by the teachers, and ignored by the students. However, even though concept maps are considered an strategy to improve the teaching-learning process, at least the authors can say that there was no correlation between problem solving skills in the unit of Ionic Equilibrium and concept maps developed by the students.