Book chapter 2023

Concept Maps as Versatile Learning, Teaching, and Assessment Tools

SB
Schwendimann, Beat Adrian
Learning, Design, and Technology: An International Compendium of Theory, Research, Practice, and Policy
Journal · pp. 631-693
Abstract

Concept maps can serve as versatile tools for learning, teaching, and assessment to support integrating complex concepts. Research suggests that concept maps can be successfully implemented in a wide variety of settings, from K12 to higher and professional education. However, the effectiveness of concept maps depends on different factors, such as concept map training, choosing a suitable form of concept map to match the task and learner, and how to evaluate concept maps. This chapter presents two case studies that use a particular form of concept map, a Knowledge Integration Map, to illustrate different concept mapping tasks and evaluations. This chapter concludes that, if implemented thoughtfully, concept maps can be versatile tools to support knowledge integration processes toward a deeper understanding of the relations and structures of complex concepts. © Springer Nature Switzerland AG 2023.

Keywords

Author Keywords

Learning tool Concept map Knowledge integration Assessment tool Knowledge Integration Map

Index Keywords

Author Affiliations
University of California, Berkeley, Berkeley, CA, United States
Funding & Acknowledgements
No funding information
References 10 References
1 Acton, William H., Structural Knowledge Assessment: Comparison of Referent Structures, Journal of Educational Psychology, 86, 2, pp. 303-311, (1994)
2 Adamczyk, Peter, Using concept maps with trainee physics teachers, Physics Education, 31, 6, pp. 374-381, (1996)
3 Ainsworth, Shaaron Elizabeth, DeFT: A conceptual framework for considering learning with multiple representations, Learning and Instruction, 16, 3, pp. 183-198, (2006)
4 Ainsworth, Shaaron Elizabeth, The functions of multiple representations, Computers and Education, 33, 2-3, pp. 131-152, (1999)
5 Alters, Brian J., Perspective: Teaching evolution in higher education, Evolution, 56, 10, pp. 1891-1901, (2002)
6 Anderson, David, Development of knowledge about electricity and magnetism during a visit to a science museum and related post-visit activities, Science Education, 84, 5, pp. 658-679, (2000)
7 Anderson, Richard C., Some Reflections on the Acquisition of Knowledge, Educational Researcher, 13, 9, pp. 5-10, (1984)
8 Ariew, André I., Ernst Mayr's 'ultimate/proximate' distinction reconsidered and reconstructed, Biology and Philosophy, 18, 4, pp. 553-565, (2003)
9 Atay, Selma, Care plans using concept maps and their effects on the critical thinking dispositions of nursing students, International Journal of Nursing Practice, 18, 3, pp. 233-239, (2012)
10 Journal of College Science Teaching, (1985)
Quick Actions
Full Text via DOI
Citation Metrics
1
Times Cited (Scopus)
References 10
Document Identifiers