Journal ArticleDOI
Concept mapping: How should it be introduced, and is there evidence for long term benefit?
TLDR
In this paper, a naturalistic study was carried out to investigate the effects of two methods of introducing concept mapping to students taking introductory subjects in genetics in an Australian university, and the results indicated that the method of introduction can influence students' perception of concept mapping, and its potential benefit.Abstract:
A naturalistic study, with two cycles of intervention, was carried out to investigate the effects of two methods of introducing concept mapping to students taking introductory subjects in genetics in an Australian university. Some of these students' views relating to concept mapping were also investigated in the years following its introduction. The results of this study suggest that the method of introduction can influence students' perception of concept mapping, and its potential benefit. Although most students taking introductory subjects had taken part in the project, and many had realised the benefits of concept mapping, retrospective views of students indicated that almost none had adopted it as a regular part of study strategies. This outcome raises several questions in regard to introducing learning tools to students and, in particular, the reasons for doing so.read more
Citations
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How a qualitative approach to concept map analysis can be used to aid learning by illustrating patterns of conceptual development
TL;DR: In this paper, a qualitative approach to analysing students' concept maps is described, which highlights three major patterns which are referred to as'spoke', 'chain' and 'net' structures.
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Concept mapping in biology
TL;DR: Concept mapping is an activity with numerous uses in the biology classroom as mentioned in this paper, and its value in planning, teaching, revision, and assessment, and the attitudes of students and teachers towards its use, are discussed.
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Attitudes to concept maps as a teaching/learning activity in undergraduate health professional education: influence of preferred learning style.
TL;DR: Student attitudes to concept maps are suggested to be broadly not influenced by preferred learning styles and the potential of concept maps to address a variety of different learning styles is highlighted to facilitate ‘teaching to all types’.
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Concept Mapping as a Learning Tool in Higher Education: A Critical Analysis of Recent Reviews
TL;DR: Enhanced guidance on the contextualisation of concept mapping and recommendations for its future use in higher education are offered.
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Students' use of web-based concept map testing and strategies for learning
TL;DR: In this paper, the authors developed and evaluated a web-based concept map testing system for science students and found that students with high test anxiety showed a preference to be tested through the system.
References
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Journal ArticleDOI
The use of concept mapping and knowledge vee mapping with junior high school science students
Journal ArticleDOI
The concept map as a research and evaluation tool: Further evidence of validity
TL;DR: In this article, the authors examined the extent to which differences exist in the concept maps of advanced college biology majors and beginning non-majors in the domain of mammals and explored whether these differences are reflected in the way subjects assign class membership as revealed in a card sorting task.