Možnosti použitia pojmových máp pri odhaľovaní nesprávneho chápania chemických pojmov na strednej škole

One of the diagnostics’ possibilities is concept mapping. Students are learned to visualize the groups of terms and their relationships
through this technique. Students should search for connections between new information and ones leaned some
time ago during designing concept maps. The selection of the important points related to the given information followed by
graphical arrangement require critical thinking by students. So, we can say, critical thinking can be developed by assembling
concept maps. The main aim of our research was to find out if and how the structure of students’ knowledge was changed
after organic chemistry lessons. Concept maps were used as research methods. We were monitoring the amount of correct
as well as incorrect linings between words which indicated insufficient students’ knowledge or misconceptions. The research
included 16-year-old learners. The results indicate that structure of students’ knowledge was adjusted, but several incorrect
connections remained unchanged what indicate persisting of misconceptions. Concept mapping was shown to be a useful
method to disclose students’ incorrect understanding of chemical terms.