Role of concept map format and student interest on introductory electrochemistry learning

Abstract

Abstract Electrochemistry, a key topic in introductory chemistry, is a topic that many students struggle with conceptually. Visual learning tools like concept maps allow the externalization of key concepts and the relationships between these concepts may aid in students' acquisition and retention of newly learned electrochemistry concepts. Partnering with a general chemistry instructor, this study explored the effectiveness of two concept map formats—fill‐in‐the‐concepts and student‐corrected maps, on electrochemistry outcomes with undergraduate general chemistry students. To examine students' engagement with these maps, we also explored the role of students' interest. Results indicated that prior knowledge and map condition were significant predictors of students' electrochemistry performance. Specifically, the fill‐in‐the‐concepts condition resulted in better learning outcomes than the map correction condition. Furthermore, students with a higher interest in electrochemistry were more likely to perform well on their respective concept mapping activities, thus, scoring higher on the posttest. These findings suggested that concept maps can effectively represent key concepts of a challenging topic, and are beneficial for students' learning and retention of information. Importantly, instructors may further support learning by providing scaffolds in the form of fill‐in‐the‐concept maps to help students better organize their mental structures and identify misconceptions.