Cognitive structure determination as a tool in science teaching

This article is the last in a series of three which describe a new method of cognitive structure mapping which may be used for the testing of pupils in schools. The cognitive structure maps are in the form of easily understood three‐dimensional graphs which provide insights into the ways in which pupils link concepts in their minds, and the level of thinking which they apply to them.

In this article we first summarize the theory of the method, which was described in detail in the previous two papers. We then present the results of tests carried out on 250 pupils in three secondary schools in the United Kingdom. We demonstrate how they can be interpreted to reveal a whole range of fascinating information, such as the effect of teaching strategies and the identification of under‐achievers.

Although the method has, as yet, been applied only to chemistry at age 13‐15 years, it could be applied to a wider age range and subject area, and has far‐reaching implications. The method has already been greeted with very great interest by educational administrators, science researchers, teacher‐trainers and teachers, and, perhaps most gratifying of all, by the pupils themselves.

Notes

∗ Corresponding author, now at Plymouth Polytechnic, UK.

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Notes on contributors

G. P. Matthews∗

∗ Corresponding author, now at Plymouth Polytechnic, UK.