Integrating concept mapping and the learning cycle to teach diffusion and osmosis concepts to high school biology students

This study explores the effectiveness of concept mapping, the learning cycl e, expository instruction, and a combination of concept mapping/learning cy cle in promoting conceptual understanding of diffusion and osmosis. Four hi gh school biology classes were taught diffusion and osmosis concepts with t he aforementioned treatments. Conceptual understanding was assessed immedia tely and seven weeks after instruction with the Diffusion and Osmosis Diagn ostic Test (DODT). The results indicated the concept mapping/leaming cycle and concept mapping treatment groups significantly outperformed the exposit ory treatment group in conceptual understanding of diffusion and osmosis. T here was no significant difference among the learning cycle group and other treatments. (C) 2001 John Wiley & Sons. Inc. Sci Ed 85:615-635, 2001.