The impact of concept mapping and visualization on the learning of secondary school chemistry students

The aim of this study was to examine whether the construction of integrated knowledge structures by students can be stimulated by concept mapping and by better visualization of concepts and their interrelationships. The inves tigation was carried out in regular teaching settings: chemistry courses in secondary schools in Flanders, in the domain of electrochemistry. A signif icant positive effect of extra attention to visualization on the learning a chievement of students was found. However, significant effects of concept m apping as an instruction method could not be detected under the given resea rch conditions.