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Concept Mapping as a Window into Student Understanding

This article explores the use of concept mapping as a tool to measure and evaluate student learning, uncover misunderstandings, and reveal conceptual change. It discusses the types of conceptual learning, defines concept maps, and explains different mapping tasks and scoring methods. Additional resources for further reading are provided.

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Concept Mapping as a Window into Student Understanding

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  1. Concept Mapping as a Window into Student Understanding William Cliff Department of Biology Niagara University Biology Scholars Program SoTL Institute July, 2010

  2. Types of Conceptual Learning • Meaningful Learning • New concepts are linked to existing knowledge in a highly integrated framework of ideas • Rote Learning • New concepts are minimally linked to existing knowledge and are stored in an arbitrary, verbatim and nonsubstantive fashion From: Mintzes J. Concept Mapping in College Science. Mintzes J and Leonard W, eds. Handbook of College Science Teaching. NSTA Press, 2006.

  3. What is a Concept Map? • A 2D node-link-node diagram that depicts the most important concepts and propositions in a knowledge domain • A network of propositions where related concepts are interlinked by labeled lines

  4. Concept Map of Concept Mapping Modified from: Novak JD & Canas AJ (2006) http//cmap.ihmc.us/Publications/Research Papers/TheoryUnderlyingConceptMaps.pdf

  5. Concept Maps as Measuring Tools • Task • Student Response Format • Scoring System

  6. Mapping Tasks • Fill-in skeleton map • Fill-in nodes (concepts) • Fill-in links (verbs) • Selected or free response • Self generated • Concepts provided • De novo

  7. How can Concept Maps be Evaluated or Scored? • Holistically or qualitatively • Quantitatively by scoring rubrics • Structural Complexity • Content Validity • Comparison with expert maps

  8. Scoring Concept Maps

  9. Structural Scoring Method First level of Hierarchy Second level of Hierarchy Propositions score 1 x 8 = 8 Hierarchies score 5 x 2 = 10 Cross-links score 10 x 1 = 10 Examples score 1 x 2 = 2 Total = 30 McClure, JR et al. J. Res. Sci. Teach. 36:475, 1999

  10. Relational Scoring Method West, DC et al. Med. Educ. 36:820, 2002

  11. Advantages of Concept Mappingfor Assessing Student Learning • Makes visible the complex structure of student’s declarative knowledge • Uncovers student misunderstandings • Reveals student conceptual change

  12. Further Resources • M. Zeilik. Concept Mapping. [online] www.wcer.wisc.edu/archive/cl1/flag/cat/catframe • J. Mintzes and W. Leonard, eds.Handbook of College Science Teaching. NSTA Press, 2006. • M. Ruiz-Primo and R. Shavelson. Problems and Issues in the Use of Concept Maps in Science Assessment. J. Res. Sci. Teaching. 33:569-600, 1996. • J. Nesbit and O. Adesope. Learning with Concept and Knowledge Maps: A Meta-Analysis. Rev. Edu. Res. 76:413-448, 2006.

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