فصلنامه روانشناسی شناختی

This study examined the effect of concept maps and traditional ways of teaching to students’ learning about the concepts of third year high school chemistry course and to analyze this effect, knowledge space theory is used. Semi – experimental method with pre and post test were used and the population of this study consisted of all students (N=250) in the third year of secondary school in the city of Ilam. The sample used in this study selected via convenience sampling and two high school class were selected randomly to investigate the traditional and inquiry teaching methods. To collect the data, learning and attitude research made questionnaire was done in which their validity were approved by five professors of education and ten chemistry professors and teachers. Reliability assessed via Cronbach Alpha and the amount of 0.79 and 0.74 estimates to knowledge and attitude respectively. To analyze the data, knowledge space theory and Potter software was used. Comparison between groups was performed using t-test and results of post test showed significant difference between the groups' attitudes and knowledge structures of inquiry method more cohesive and its training critical path is different than the traditional group.