Young Naturalists: Concept Mapping as an Instructional Tool for Conceptual Development of Preschool Children

2008 ◽  
Author(s):  
Janice K. Hunter ◽  
Heather M. Monroe-Ossi
Keyword(s):  
Preschool Children ◽  
Concept Mapping ◽  
Conceptual Development ◽  
Instructional Tool

Using Concept Maps to Enhance Students' Prior Knowledge in Complex Learning

2010 ◽  
pp. 163-181 ◽  
Author(s):  
Robert Z. Zheng ◽  
Laura B. Dahl
Keyword(s):  
Empirical Study ◽  
Prior Knowledge ◽  
Concept Mapping ◽  
Concept Maps ◽  
Cognitive Styles ◽  
Future Research ◽  
Instructional Tool ◽  
Cognitive Tool ◽  
New Learning ◽  
Before And After

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.

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

2018 ◽  
Vol 8 (3) ◽  
pp. 108 ◽  
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.

scholarly journals The conceptual development of mental health and illness in preschool children

2021 ◽  
Author(s):  
Rosanna Bell
Keyword(s):  
Mental Health ◽  
Mental Illness ◽  
Preschool Children ◽  
Conceptual Development ◽  
Significant Risk ◽  
Formative Period ◽  
Moral Code ◽  
Deviant Peers ◽  
Mental Health And Illness ◽  
Health And Illness

Children with a mental illness may be at a significant risk of suffering from negative social evaluations and the exclusion of their peers. This paper examined healthy preschool children's earliest conceptual constructions of mental health and illness through two elected representations - the term crazy and depictions of emotionally and behaviourally deviant peers. Interviews with eleven preschool children reveal the concept of mental illness has yet to be constructed from a psychological standpoint. However, preschool children are highly sensitive to social-conventional as well as higher moral codes and discriminate against peers' who violate these codes, particulary those who display anti-social tendencies. Findings suggest that preschool is a formative period for establishing negative attitudes towards social and moral code violating behaviours that are often the symptoms of psychiatric conditions and which may represent the onset of more complex and enduring patterns of inter-group intolerance and discrimination. Implications for education are provided.

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

2013 ◽  
Author(s):  
Anne Mendenhall ◽  
Selen Razon ◽  
Gonca Gul-Yesiltas ◽  
Tristan Johnson ◽  
Gershon Tenenbaum
Keyword(s):  
Concept Mapping ◽  
Instructional Tool ◽  
Learning Concept

scholarly journals The conceptual development of mental health and illness in preschool children

2021 ◽  
Author(s):  
Rosanna Bell
Keyword(s):  
Mental Health ◽  
Mental Illness ◽  
Preschool Children ◽  
Conceptual Development ◽  
Significant Risk ◽  
Formative Period ◽  
Moral Code ◽  
Deviant Peers ◽  
Mental Health And Illness ◽  
Health And Illness

Children with a mental illness may be at a significant risk of suffering from negative social evaluations and the exclusion of their peers. This paper examined healthy preschool children's earliest conceptual constructions of mental health and illness through two elected representations - the term crazy and depictions of emotionally and behaviourally deviant peers. Interviews with eleven preschool children reveal the concept of mental illness has yet to be constructed from a psychological standpoint. However, preschool children are highly sensitive to social-conventional as well as higher moral codes and discriminate against peers' who violate these codes, particulary those who display anti-social tendencies. Findings suggest that preschool is a formative period for establishing negative attitudes towards social and moral code violating behaviours that are often the symptoms of psychiatric conditions and which may represent the onset of more complex and enduring patterns of inter-group intolerance and discrimination. Implications for education are provided.

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

1993 ◽  
Vol 77 (1) ◽  
pp. 95-111 ◽  
Author(s):  
Phillip B. Horton ◽  
Andrew A. McConney ◽  
Michael Gallo ◽  
Amanda L. Woods ◽  
Gary J. Senn ◽  
...  
Keyword(s):  
Concept Mapping ◽  
Instructional Tool

ESEA Title III Project Design for Language-Handicapped Kindergarten and Preschool Children

1973 ◽  
Vol 4 (4) ◽  
pp. 174-181
Author(s):  
Marilyn J. Click ◽  
Jerrie K. Ueberle ◽  
Charles E. George
Keyword(s):  
Preschool Children ◽  
Project Design ◽  
Title Iii

The Elicitation of Vocal Responses From Preschool Children

1993 ◽  
Vol 24 (3) ◽  
pp. 146-150 ◽  
Author(s):  
Elizabeth Hyne Champley ◽  
Moya L. Andrews
Keyword(s):  
Preschool Children ◽  
Assessment Protocol ◽  
Vocal Responses

This article discusses the construction of tasks used to elicit vocal responses from preschool children. Procedures to elicit valid and reliable responses are proposed, and a sample assessment protocol is presented.

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