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Concept Mapping as a Window into Student Understanding

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

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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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