Can Good Concept Mappers be Good Problem Solvers in Science'?

Abstract

Problem solving is an enduring issue in science education, ostensibly because science in itself, is basically concerned with problem solving‐‐exploring the universe and seeking answers to intriguing phenomena in nature. Remarkable strides have been made in psychology about recording the minutiae of problem solving as a cognitive process. Concept mapping, a meta‐learning tool, is appearing on the scene as a potential pathway for promoting the acquisition of problem‐solving skills. Drawing 40 subjects from a pool of students who experienced cooperative and individualistic concept‐mapping experiences for six months and adjudged to be good concept mappers, this study found the concept‐mapping group to be significantly more successful in solving three biological problems than 20 subjects who served as control. Written and think‐aloud procedures and interviews were conducted as part of the administration of the Biology Problem Solving Test. No statistically significant difference was found between students who mapped concepts cooperatively and those who mapped individually. There were mixed results for gender. The implications of the findings for further research and for improving problem‐solving abilities of students are drawn.