The Effect of Studying with Concept Maps Online on Scientific Argumentation in Higher Education

Abstract

As an ability to support claims by collecting evidence and establishing connections between evidence and claims, the cultivation of argumentation ability plays an important role in science education. In this study, an online concept map tool was introduced into argumentation instruction separately with the method of flipped classroom. A control group post-test true-experiment was conducted in a classroom with 79 pre-service teachers. The results showed that the total score and all aspects of the experimental group were generally superior to the control group. However, no significant difference was found between the two groups in the post-test. For this, this study analyzes the possible reasons. In addition, the students showed a positive attitude towards learning using concept maps. Implications for future research are discussed.