Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/23373
Title: Concept mapping as a tool for monitoring student learning in science
Contributor(s): Taylor, Neil (author)orcid ; Coll, Richard K (author)
Publication Date: 2000
Handle Link: https://hdl.handle.net/1959.11/23373
Abstract: Concept maps consist of the production of pictorial representations that depict learners' knowledge about concepts (Novak 1990). Concept maps are usually developed during instruction, and typically comprise students' prior knowledge, real-world objects, and related scientific concepts. Their use shows how an individual sees the relation between things, ideas, or people. Concept maps can be used both as evaluation instruments and teaching aids. According to White & Gunstone (1992), the construction of concept maps is particularly useful for group activity, since they aid conceptual development by encouraging meaningful discussion and reflection. There have been a number of reports in the science education literature demonstrating the positive effects of the use of concept mapping for science instruction. Roth & Roychoudury (1993) found that the use of concept maps helped Canadian pre-service and in-service primary teachers to construct scientific knowledge and develop favourable attitudes to meaningful learning in science. In the UK, Pendlington, Palacio & Summers (1993) have also recommended the use of concept maps in the in-service training of primary level teachers. Adamczyk & Wilson (1996) report that concept mapping was valuable in diagnosing of practicing science teachers' alternative conceptions in physics, and they subsequently evaluated the effects of in-service training activities knowledge and understanding of certain aspects of physics.
Publication Type: Journal Article
Source of Publication: Teaching and Learning, 20(2), p. 84-90
Publisher: National Institute of Education Nanyang Technological University
Place of Publication: Singapore
ISSN: 0129-7112
Field of Research (FOR): 130212 Science, Technology and Engineering Curriculum and Pedagogy
130103 Higher Education
130299 Curriculum and Pedagogy not elsewhere classified
HERDC Category Description: C3 Non-Refereed Article in a Professional Journal
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