The effects of concept maps used in cooperative learning model on students achievement and attitudes towards acids-bases

The goal of the chemistry curriculum is for students to identify semantic associations between concepts, resulting in meaningful learning rather than simply memorising the concepts. The purpose of this study is to determine the effects of using concept maps as a learning tool in the Student Teams Achievement Division (STAD) technique in the chemistry lesson of the cooperative learning method on the achievement and attitudes of 10th-grade students studying "Acids, Bases, and Salts." The study, which was carried out with 80 students in a high school in Amasya in the 2021–2022 academic year, was carried out with a nonequivalent control group design. The lessons on "Acids, Bases, and Salts" in the experimental group (N=40) were supported by concept maps in STAD, while in the control group (N=40), they were taught using the traditional learning method based on the current chemistry curriculum. The Acids-Bases Achievement Test (ABAT), the Chemistry Course Attitudes Scale (CCAS), and the Attitudes Towards Concept Maps Scale (ATCMS) were used to collect data. In addition to that, student and observer perspectives on the process were collected. According to the study findings, there is a significant difference in achievement favouring lessons conducted with the assistance of a concept map in the cooperative learning model. No significant difference was found between the experimental and control groups when the Chemistry Course Attitudes Scale (CCAS) scores were compared. There was no significant difference between the experimental group's pre-test scores and the control group's when the Attitudes Towards Concept Maps Scale (ATCMS) scores were compared.