Abstract:

The article deals with non-linear structuring, namely a conceptual map. The conceptual map is perceived as a concept of mapping, graphical representation of the curriculum. It is especially useful in creating ideas, designing a comprehensive curriculum structure, helping the learner to learn and integrating new knowledge into the cognitive structure. The conceptual map is not one of the common methods in teaching in our conditions.

The aim of the research was to find out the influence of the conceptual map in teaching on the development of the level of factual knowledge of students. Factual knowledge focuses on memorizing curriculum, factual knowledge, terminological knowledge. The conceptual map also enables such knowledge to be functionally interconnected and included in the student's knowledge system.

The research was carried out at a secondary school and the teacher worked with the conceptual map during the presentation of new curriculum and revision of the curriculum. The main research method was an experiment. A part of the experiment is a pre-test and a post-test, which allowed researchers to assess the level of factual knowledge of secondary school students.

The level of factual knowledge of the control and experimental groups was verified by means of a didactic test. For evaluation of results and statistical data analysis were used methods - Covariance Analysis (ANCOVA) and Differential Score Analysis, which is focused on the change between the pretest and posttest.
The results of the research showed that the use of the concept map does not have a statistically significant effect on the level of factual knowledge in the experimental group. Factual knowledge captures isolated elements of content, statements, facts, dates, which are based primarily on mechanical learning and the same level of factual knowledge in research was achieved by students in the control group, where students worked by classical methods. Based on our research (Gunišová, Kozárová, 2019), we conclude that conceptual maps are more effective in developing metacognitive knowledge that requires deeper analysis of the curriculum, hierarchization of concepts and critical thinking of students.

Keywords:

Factual knowledge, non-linear structure, mental map, curriculum.