This study explores the effectiveness of different teaching methods for concepts of diffusion and osmosis in high school biology classes. Four classes were taught using concept mapping, the learning cycle method, expository instruction, or a combination of concept mapping and the learning cycle. Students were tested immediately after instruction and 7 weeks later. Results showed that concept mapping combined with the learning cycle and concept mapping alone led to significantly better understanding than expository instruction. There was no significant difference between the learning cycle method and the other approaches. The study aimed to determine if combining concept mapping and the learning cycle provided a more complete framework for understanding than single methods.

Integrating Concept Mapping and The Learning Cycle To Teach Diffusion and Osmosis Concepts To High School Biology Student PDF

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