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TAXONOMY FOR ATOMIC STRUCTURE MENTAL CONCEPTS

Ever since it was introduced by Joseph D. Novak, 'concept map' has continued to inspire a wide range of research. Concern with different aspects of this notion continues to stimulate an expanding body of literature, thereby adding new dimensions to the applicability of this framework to different aspects of teaching. The idea of applying this notion, as an originally first one of the kind, grew out of attempts to introduce a new creative method for teaching chemistry. The primary focus was on mental concepts in atomic structures contained in the chemistry textbook for second-grade Iranian high school students. Concept map and concept mapping are the two phenomena that are held to be dominantly involved in learning these structures. Therefore, the study addressed the effect of concept map usage on developing meaningful learning. Results indicated that significant differences between the scores of students who received concept mapping type instruction as opposed to those who didn't. Differences were also observed across genders. We examined meaningful learning frontier in the blooms taxonomy with designing of the tests questions based on the blooms taxonomy. Findings from test items based on Bloom's taxonomy suggested that meaningful learning frontier occurs from the application level above in the taxonomy. Implications of this study are expected to contribute to active learning process on the learner's part and pave the way for joint contributions from other fields, broader studies, and more enlightening results.