Concept maps at science lessons in the sixth grade of elementary school

In my dissertation I examine the use of concept maps to improve learning process in year six Science class in primary school. Science class includes a variety of terms that have to be associated with one another during the learning process. Therefore, students use different diagrams and other graphical displays. One of them is the concept map where pupils connect particular conceptions. The survey was carried out at primary school in Ilirska Bistrica. Two year six classes were included in the survey, one class being experimental and the other control class. The control class was taught by the teacher using frontal method while the experimental class was taught by me using concept maps. The survey showed no significant statistical difference in the knowledge of the experimental and control group. Students showed diverse enthusiasm for this method of teaching. Some pupils had positive feedback, others were not overwhelmed by it. Concept maps had not been used at the primary school in question prior to the survey. In the conclusion I establish that more lessons would be necessary to implement this method as general contentment and assessment results are dependent on the accurate use of the concept map