. . Theoretical Framework. A Concept Map is a graphic representation that reflects one's understanding of how new concepts relate to one another and to a preexisting schema.CMs are used to communicate complex ideas and relationships, and to make the structure of domain specific knowledge explicit.
1. Evolving Concept Maps as Instructional & Assessment Tools in Graduate Educational Psychology Courses Michelle M. Buehl
George Mason University
Montclair State University
2. Theoretical Framework A Concept Map is a graphic representation that reflects one’s understanding of how new concepts relate to one another and to a preexisting schema.
CMs are used to communicate complex ideas and relationships, and to make the structure of domain specific knowledge explicit.
CMs facilitate Meaningful learning which takes place when “the learning task is related in a nonarbitrary and nonverbatim fashion to the learner’s existing structure of knowledge” (Ausubel,1977 p. 163).
3. Evolving Concept Maps Battle et al. (2003)
Semester long evolving map for undergraduate students in an honors seminar on self-processes in human development.
A concept map that is treated as a work in progress.
As new knowledge is constructed students add to and change their map.
4. Guiding Questions How can evolving concept maps be implemented and used in graduate level courses in educational psychology?
What lessons have we learned in using and adapting this technique that can be of use to others?
What are the pros and cons of using evolving concept maps?
5. Mode of Inquiry Self-study perspective (Bullough & Pinnegar, 2001
Specifically, we focus on our own actions, reactions, and dialogues regarding the creation, implementation, and use of evolving concept maps.
Framed as a Case Study
Descriptive (Yin, 1993)
Intrinsic (Stake, 1995)
6. Context Helenrose’s Classes
The Adolescent Learner
Master’s level course required for students pursuing middle-level teacher certification
Spring 2004, 2005
Learning and Cognition
Cross-listed as a Master’s and Doctoral course
Summer, Fall 2004; Fall 2005
7. Data Sources Course Materials
Student work and Instructor Feedback
Students’ weekly maps and final papers
Instructor feedback provided
To individuals on assignments
To the class in memo form
8. Data Analysis Four-stage Reflective Analysis
Stage 1: Independent Review
Each gathered and reviewed all data
Developed individual reflective and interpretative notes
Stage 2: In-depth Discussion
Shared findings from Stage 1
Identified broad emergent themes
Stage 3: Examination of Themes
Divided themes identified in stage 2
Each author examined data for supporting and non-supporting evidence
Stage 4: Audit and Review
Findings from stage 3 were shared
Each audited the data and findings of the other.
9. Results Implementation Descriptions
The Adolescent Learner, Helenrose
Learning Theories and Cognition, Michelle
Meeting the Challenge of Teaching Educational Psychology
Pros and Cons of using this Teaching Tool
10. The Adolescent Learner First Class Concept Mapping Introduced
Theoretical Rational Offered
Sample Maps Shared
In Class Pair Mapping Activity
In Pairs students read and mapped a section of an article on Adolescent Development.
Gallery-walk of Maps
Pairs shared their maps and mapping methods with class
11. The Adolescent Learner Assignment Weekly Concept Map & Explanation Papers
12 assigned, 10 assessed
select important constructs for inclusion on their map
place constructs in meaningful locations on their maps
make links across and among constructs included
explain the significance of the constructs included
rationalize the placement of constructs on the map
explain any changes in the map from one week to the next.
Weekly Map and Paper Archive
12. The Adolescent Learner Rubric
13. The Adolescent Learner Management Weekly turn around time
Sensitive to creative nature of the Assignment
Practical issues related to the evolving nature of the assignment.
Whole class feedback memos
15. Learning and Cognition Decision Viewed concept maps as a means to
Address varying needs of masters and doctoral students
Help students recognize and appreciate the complexity of the information
16. Learning and Cognition 1st Endeavor Similar CM instruction and assignment organization
Changes related to teaching a 5-week summer course
Number of maps and papers
Student receipt of feedback
Minor adjustment to rubric based on student misunderstanding
17. Learning and Cognition 2nd Endeavor Students given terms to map
Differentiated assignments by graduate level
Weekly maps (12 assigned, 10 assessed)
2 application papers
Weekly maps and explanation papers (12 assigned, 10 assessed)
18. Learning and Cognition 3rd Endeavor Restructured assignment based on course enrollment, logistical issues, and student feedback
12 assigned, 10 assessed
2 pt rubric (Good, Fair, Inadequate/Missing)
4 assigned and assessed
12 pt rubric
Unit explanation papers (doctoral students only)
4 assigned, 3 assessed
12 pt rubric
19. Learning & Cognition Unit Rubrics
20. Learning & Cognition Unit Rubrics
21. Lessons Learned Need to tweak any instructional strategy and make it ones’ own
E.g. Michelle’s muti-semester re-framing of the assignment
Organizational aspects of instruction
Class size: balancing between deep understanding and practical implementation.
Using maps as Formative and Summative Assessment
Technology generated maps
22. Meeting the Challenges of Complexity Students evolving maps helped them to
understand the complex nature of educational psychology
articulate their evolving understanding in meaningful ways
Map construction required in-depth analysis of content and critical thinking skills
25. Pros Use Concept Maps! Emphasizes students’ construction of meaning and making that explicit.
Vast improvements in academic writing over the semester (Adolescent Development)
Student ownership of learning and knowledge construction.
Instructor awareness/access to student thinking and understanding throughout the semester.
26. Cons Don’t Use Concept Maps Time – for students
Time for instructors
Mapping abilities – representation of meaning
27. “Students who are required to make knowledge structures graphically explicit are forced to consider possibilities, construct new understandings, and think critically, all of which are essential to learning” (Jonassen, 1996).