Abstract:

Conceptual maps are a frequently used teaching method in science subjects at present. They can be applied in each of the basic parts of the teaching process. Teachers use them most often when introducing a new thematic unit, where they use a conceptual map to create an image network made up of elementary concepts that pupils are supposed to learn during the lesson, then in the fixation and repetition of the thematic unit or curriculum. However, teachers do not apply this method in practice so that pupils create a concept map themselves.

This also deprives them of the knowledge of how to learn the curriculum more effectively and constructively understand the relationships between concepts. For this reason, we had to teach pupils how to create conceptual maps before starting the research.

In this paper, we focused on finding the conceptual scale of the content of the concept of energy in the pupils as well as finding out the correct classification of terms into the hierarchical system through conceptual maps. We conducted pilot research of a qualitative nature.

Our research sample consisted of elementary school pupils in Slovakia. They were 6th and 9th-grade pupils. Since it was qualitative research aimed at analyzing conceptual maps created by pupils, we chose a smaller number of respondents. Overall, there were 31 pupils of the 9th grade and 31 pupils of the 6th grade. In this paper, we present the results of the analysis of conceptual maps of ninth grade pupils. Conceptual maps of pupils of the 6th grade were published and analyzed in another publication. It is interesting to compare conceptual maps in individual years. We chose classes at the beginning and at the end of the second stage of primary school, where we can compare the thinking and view of pupils before at the beginning of energy lessons in physics lessons and after completing physics in all years of physics at elementary school.

The aim of our work was to find out which terms pupils of the 9th year of elementary school will relate to the term energy. We assumed that the pupils will introduce terms that are the content of all science subjects (chemistry, biology) and technology. We have found out that the prevailing concepts are the content of physics and technical education by analyzing conceptual maps. The results can tell us whether, based on the knowledge gathered so far in science and technology subjects, pupils are able to create a connection and coherence of the perception of the concept of energy across several subjects that it is one and the same fact. Pupils tend to perceive the content of the curriculum in isolation within only one subject with the increasing amount of curriculum. We also consider how we can eliminate or at least mitigate this effect of isolation of the concept of energy. We would also like to motivate teachers not only of Slovak schools to engage pupils more actively in the teaching process but also by using the conceptual mapping method, which contributes to the promotion of creative and critical thinking.

Keywords:

Conceptual maps, the concept of energy, critical thinking.