20.500.12556/RUL-72096 Concept maps as a tool for teaching organic chemical reactions The purpose of the research was to establish the impact of the application of a concept map in chemistry lessons on the effective solving of tasks with organic reactions content. In the first phase of the research, a concept map was produced representing the reactions of hydrocarbons, organic halogenated compounds and organic oxygen compounds, and in the second phase the produced concept map was introduced in lessons. Its impact was tested on a sample consisting of 186 students (average age of 17.8 years), who were divided into a control group (88 students) and an experimental group (98 students). Prior to the experiment, the two groups were equalized in terms of their level of development of formal logical thinking and their average grade in chemistry. A knowledge test, consisting of five problem tasks comprising multiple parts, was used as a quantitative instrument for measuring the impact of the applied concept map. The content of the knowledge test was selected on the basis of the chemistry lesson plan (reactions of organic oxygen compounds) for general upper secondary schools (in Slovenian: gimnazija). An analysis of the task solving showed statistically significant differences in the responses of the experimental group members and the control group members (experimental group M = 15.9; SD = 6.33; control group M = 13.6; SD = 7.93; p = 0.03). The produced concept map contributed to the more effective interrelation of concepts and, consequently, to more effective problem task solving. Namen raziskave je bil ugotoviti vpliv vključevanja pojmovne mape v pouk in s tem na reševanje nalog s področja organskih kemijskih reakcij. V prvi stopnji raziskave je bila izdelana pojmovna mapa za reakcije ogljikovodikov, organskih halogeniranih in kisikovih spojin. V drugi stopnji je bila izdelana pojmovna mapa uporabljena pri pouku. Njen vpliv na razumevanje organskih kemijskih reakcij je bil preizkušen na vzorcu 186 dijakov (povprečna starost 17,8 let). Dijaki so bili razdeljeni v kontrolno (88 dijakov) in eksperimentalno skupino (98 dijakov). Dijaki obeh skupin so bili izenačeni v stopnji formalno logičnega mišljenja in srednje ocene iz kemije. Kot kvantitativen inštrument za merjenje vpliva uporabe pojmovne mape je bil uporabljen preizkus znanja, sestavljen iz {tirih problemov, ki so vključevali več podproblemov. Vsebina preizkusa znanja je pokrivala organske kisikove spojine glede na gimnazijski u~ni na~rt. Analiza rezultatov reševanja preizkusa znanja kaže med kontrolno in eksperimentalno skupino statisti~no pomembno razliko (kontrolna skupina M = 13,6; SD = 7,93, eksperimentalna skupina M = 15,9; SD = 6,33; p = 0,03). Izdelana pojmovna mapa je vplivala na učinkovitejše povezovanje pojmov, kar je vplivalo na uspešnejše reševanje problemov. chemistry teaching method achievement kemične reakcije pojmovne mape true false true Angleški jezik Slovenski jezik Podatek o licenci CC BY je naveden na pristajalni strani članka (glej zgoraj izvorni URL). (Datum opombe: 11. 8. 2025) Članek v reviji 2015-08-26 04:42:31 2015-08-26 04:42:31 2025-08-20 15:44:58 0000-00-00 00:00:00 2015 0 0 Str. 462-472 no. 2 Vol. 62 2015 0000-00-00 Zaloznikova Objavljeno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 37.091.3:54 1580-3155 10.17344/acsi.2014.1148 10604617 21870085 Vogrinc_Concept_Maps.pdf Vogrinc_Concept_Maps.pdf 1 D3E6B2D370E8890DF37C9715B172AE24 40030b59b6bac2d053d967bbda68f1ea9bacb235d73d9899055e45986ae99347 fbd81a73-1ab9-11f0-b232-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=208393 https://acsi-journal.eu/index.php/ACSi/article/view/1148 0 90728460-76bd-11f0-9328-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=214135 Pedagoška fakulteta 0 0 0