An investigation of the effectiveness of concept mapping as an instructional tool

As an instructional tool, concept map has been widely used to teach complex subjects in schools. Research suggests that concept mapping can help bridge learners’ prior knowledge with new learning, reduce the cognitive load involved in learning and improve comprehension, content retention, and knowledge transfer. Existing literature focuses on cognitive features, cognitive styles and differences between instructor provided and student generated concepts. However, little is known about the effects of concept maps as a cognitive tool to influence learners’ learning, specifically before and after the learning takes place. This chapter offers a discussion of general research in concept mapping and theories that support such instruction. Finally, an empirical study is presented with suggestions for future research in concept mapping.

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Concept Raps versus Concept Maps: A Culturally Responsive Approach to STEM Vocabulary Development

Education Sciences ◽

10.3390/educsci8030108 ◽

2018 ◽

Vol 8 (3) ◽

pp. 108 ◽

Cited By ~ 1

Author(s):

Jamaal Young ◽

Jemimah Young ◽

Marti Cason ◽

Nickolaus Ortiz ◽

Marquita Foster ◽

...

Keyword(s):

Concept Mapping ◽

Hip Hop ◽

Culturally Responsive ◽

Concept Maps ◽

Effective Means ◽

Content Area ◽

Science Content ◽

Instructional Tool ◽

Traditional Concept ◽

Hip Hop Pedagogy

This article argues that the development of rap song lyrics or lyrical concept mapping can be a viable pedagogical alternative to the development of concept maps as a means to reinforce STEM vocabulary. Hip-hop pedagogy is a culturally responsive pedagogy that leverages the funds of knowledge acquired from hip-hop culture. Unfortunately, many students with strong hip-hop cultural identities may lack equally strong mathematics identities. Given the success of hip-hop pedagogies within the science content area, we posit that hip-hop pedagogies are appropriate in other STEM content areas such as mathematics. Concept mapping is an instructional tool that has been empirically validated as an effective means to develop strong conceptualizations of mathematics content. While hip-hop pedagogy is well established in the science content area, it remains underdeveloped within mathematics education. We argue that the lyrical structure of a rap song is fundamentally similar to the structure of a concept map. This article provides a framework to support lyrical concept mapping as a culturally responsive instructional tool that can be used as an alternative to traditional concept mapping. Special attention is placed on the use of hip-hop pedagogy to affirm and empower dually marginalized students.

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Evaluation of a Computer-Supported Instructional Tool on Learning, Concept-Mapping, and Motivation

PsycEXTRA Dataset ◽

10.1037/e609792013-001 ◽

2013 ◽

Author(s):

Anne Mendenhall ◽

Selen Razon ◽

Gonca Gul-Yesiltas ◽

Tristan Johnson ◽

Gershon Tenenbaum

Keyword(s):

Concept Mapping ◽

Instructional Tool ◽

Learning Concept

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The Use of Supplementary Podcasting as an Instructional Tool in an Online Classroom Setting

Perspectives on Issues in Higher Education ◽

10.1044/ihe11.2.61 ◽

2008 ◽

Vol 11 (2) ◽

pp. 61-66

Author(s):

Jennifer C. Friberg

Keyword(s):

Continuing Education ◽

Teaching And Learning ◽

Classroom Setting ◽

Educational Tool ◽

Instructional Tool ◽

Online Classroom ◽

Potential Applications ◽

Education Tool ◽

Professional Learners ◽

Professional Disciplines

Abstract The use of podcasting is incredibly widespread, with experts estimating that 60 million Americans will be using podcasting in some form by 2010. The use of podcasting has grown beyond entertainment to become an educational tool, showing promise as a way to disseminate information and create networks of professional learners. However, despite the growing clinical and educational uses of podcasting in other professional disciplines, podcasting is being used primarily as a continuing education tool for speech-language pathologists and audiologists at this time. This article provides guidelines and examines the potential applications for use of podcasting in teaching and learning in communication sciences and disorders.

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Concept Mapping zum Lernen aus Texten

Zeitschrift für Pädagogische Psychologie ◽

10.1024/1010-0652.22.2.119 ◽

2008 ◽

Vol 22 (2) ◽

pp. 119-125 ◽

Cited By ~ 9

Author(s):

Tatjana S. Hilbert ◽

Matthias Nückles ◽

Alexander Renkl ◽

Carla Minarik ◽

Angelika Reich ◽

...

Keyword(s):

Concept Mapping ◽

Concept Map

Concept Mapping ist eine Lernstrategie, die insbesondere das bedeutungsvolle Lernen unterstützt. Ziel dieser Studie war es, den Nutzen von kognitiven und/oder metakognitiven Prompts auf den Lernerfolg beim Lernen durch Concept Mapping zu untersuchen. Die teilnehmenden Schülerinnen und Schüler (N = 112, Durchschnittsalter: 17.20 Jahre) erzielten einen signifikant besseren Lernerfolg, wenn sie durch Prompts beim Anfertigen einer Concept Map unterstützt wurden. Gemischte Prompts waren dabei im Vergleich zu nur kognitiven bzw. nur metakognitiven Prompts nicht effektiver, offensichtlich regte bereits die Verfügbarkeit von Prompts die Lernenden zu systematischerem Lernverhalten an. Als Fazit dieser Studie lässt sich festhalten, dass Prompts als Hilfestellung bei der Anwendung einer neuen Lerntechnik sehr wohl positive Effekte haben. Eine Follow-Up-Messung ohne Prompts zeigte jedoch, dass die einmalige Unterstützung durch Prompts nicht ausreichte, um die Lerntechnik weiterhin selbstständig erfolgreich anzuwenden.

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