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AD ALTA

JOURNAL OF INTERDISCIPLINARY RESEARCH

formal-abstract way of thinking which is the basis for the
development of critical thinking.
Based on the above statements we deliberately chose a grammar
school in Nitra. In addition to the age aspect we also took into
account a specific subject within the selection criteria, the
intentionality of the selection was given mainly by the topics of
the content of education and the relevant year.
The total research sample consisted of 96 pupils, four first-year
classes of a four-year grammar school. Due to the nature of the
research and the formulated hypotheses it was necessary to
divide the research sample into two large parts which
represented the control and experimental groups.

Table 1: Number of Learners

Group

Number of Learners

Control Group A

Control Group B

Experimental Group A

Experimental Group B

5.2 Research Methodology

We used the method of experiment to verify the effectiveness of
our chosen change in the way of teaching through conceptual
mapping. The realized experiment took place in natural
conditions at the grammar school in Nitra. In the research we
focused on the experimental verification of how the selected type
of structuring of the curriculum affects the mental representation
of learners (expressed through concept maps). The teaching
lasted 5 months - September to February (the period of time to
go over the necessary thematic unit) and it included the
subject of history in each of the above classes.

In the control groups we proceeded by explaining the new
curriculum (thematic unit) through a linear structuring of the
curriculum. The procedure was based on traditional teaching
methods - spoken interpretation. We also worked with
information and communication technologies during the
lessons; we also searched for information together with learners
and work with additional teaching texts.

In experimental groups we proceeded with nonlinear structuring
of the curriculum when explaining the new topics from the
history course (thematic unit). For this purpose we constructed a
concept map for each lesson - and each new subject topic of the
given thematic unit, through which the subject matter was passed
on to the learners. All additional teaching materials chosen by us
were processed by nonlinear structuring.

Through the concept mapping test we analyzed the mental
representations of learners from a selected thematic unit - if the
concept map is constructed by learners we talk about a graphic
scheme of their knowledge. Within the frame of evaluation it
was the so-called Relational method of concept map evaluation,
specifically we analyzed the main parameter of
operationalization: graphical visualization (the resulting effect
and the quality of the created map). We mean the partial use of
paper, the colour of the map, the clarity and a graphically
represented overall view of the learner regarding the thematic
unit, as well as the individual parts of the curriculum.

We assessed the quality of conceptual maps using the IRT
theory. Specifically we used the model of correlated latent
features (Rijmen&De Broeck, 2005). We further compared the
obtained scores of conceptual maps with respect to the affiliation
of learners to the groups (control and experimental group) with a
nonparametric alternative of one-factor multivariate analysis of
variance (Bathke, Harrar, 2008). To verify the assumption of
local independence we used test statistics M

(Maydeu-Olivares

& Joe, 2006) which has a chi-square distribution.

Table 1: Graphic Visualization of the Map - Evaluation Criteria

The concept map is shown clearly as a non-

linear complex hierarchical structure which

demonstrates a high degree of understanding of

individual parts but also the entire thematic unit.

The mental representation is marked in colour or

possibly the essential parts are graphically

highlighted.

The concept map is recorded as a nonlinear

structure with several elements of the hierarchy.

It shows a relatively high degree of

understanding of the thematic unit. There are

several coloured or graphically represented parts

on the map. We consider the map to be clear.

The map is shown as a nonlinear structure in

which errors are found. We cannot talk about

integrity in looking at the thematic unit. The

colouring of the map and the graphical

representation of the individual elements is

relatively small. The map is not clearly depicted.

The visual side of the concept map shows signs
of misunderstanding of the thematic unit. In the

organization of the map we find only a partial

insight into the curriculum. Partial use of the

paper is incorrectly organized, we consider the

map confusing.

We do not consider the constructed structure of

the map to be correct, it rather points to a

misunderstanding of the thematic unit or its

parts. The map is not clear, the colour is absent.
We consider the resulting effect to be erroneous

and incomplete.

As can be seen in the picture learners of the experimental group
achieve better evaluation in the investigated parameter of
operationalization.

Figure 1: Success in Solving Items in the Control and
Experimental Groups

In the majority of cases students learn the subject matter of
history mechanically in order to memorize all the facts and

Item

Fak

togr

afic

ká_pr

nos

yslupl

nos

Graf

ická_č

itat

eľnos

100

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