Concept mapping as a tool for monitoring student learning in science

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.