Undergraduate students’ attitudes towards physics after a concept mapping experience

Abstract: Concept maps were first developed in the early 1970’s as a data analysis tool. Since their introduction by Novak and; his research team, they have been widely used for many purposes, including eliciting knowledge and evaluation of conceptual; understanding. This paper highlights the benefit of Concept Mapping and describes the use of concept maps as a tool to improve; students’ attitudes towards physics in third level education. The fundamental question addressed is “do students’ attitudes; towards physics improve after an experience with Concept Mapping?” Concept maps were developed by students three times; throughout the college semester. The students were then asked to complete a post-questionnaire to facilitate the determination of; the effects the instructional tool had on their attitude towards physics and their learning. Qualitative and quantitative analysis of; student maps was conducted to measure change in knowledge structure and also to examine the effects of students’ attitudes on; their cognitive development.