scholarly journals Comprehension-Oriented Learning of Cell Biology: Do Different Training Conditions Affect Students’ Learning Success Differentially?

2021 ◽  
Vol 11 (8) ◽  
pp. 438 ◽  
Author(s):  
Lukas Bernhard Becker ◽  
Virginia Deborah Elaine Welter ◽  
Ellen Aschermann ◽  
Jörg Großschedl
Keyword(s):  
Concept Mapping ◽  
Cell Biology ◽  
Concept Maps ◽  
Learning Strategy ◽  
Meaningful Learning ◽  
Learning Outcome ◽  
Learning Success ◽  
Quasi Experimental ◽  
Educational Perspective ◽  
Complex Relationships

Concept Mapping (CM) is a learning strategy to organize and understand complex relationships, which are particularly characteristic of the natural science subjects. Previous research has already shown that constructing concept maps can promote students’ meaningful learning in terms of deeper knowledge and its more flexible use. While researchers generally agree that students need to practice using CM successfully for learning, key parameters of effective CM training (e.g., content, structure, and duration) remain controversial. This desideratum is taken up by our study, in which three different training approaches were evaluated: a CM training with scaffolding and feedback vs. a CM training without additional elements vs. a non-CM control training. In a quasi-experimental design, we assessed the learning outcome of N = 73 university students who each had participated in one of the trainings before. Our results suggest that an extensive CM training with scaffolding and feedback is most appropriate to promote both CM competence and acquisition of knowledge. From an educational perspective, it would therefore be advisable to accept the time-consuming process of intensive practice of CM in order to enable students to adequately use of the strategy and thus facilitate meaningful learning in terms of achieving sustained learning success.

scholarly journals Effects of Strategy Training and Elaboration vs. Retrieval Settings on Learning of Cell Biology Using Concept Mapping

2021 ◽  
Vol 11 (9) ◽  
pp. 530
Author(s):  
Lukas Bernhard Becker ◽  
Virginia Deborah Elaine Welter ◽  
Jörg Großschedl
Keyword(s):  
Concept Mapping ◽  
Undergraduate Students ◽  
Cell Biology ◽  
Concept Maps ◽  
Strategy Training ◽  
Independent Effect ◽  
Learning Material ◽  
Scientific Content ◽  
Learning Success ◽  
Quasi Experimental

Concept mapping (CM) can be an effective strategy to facilitate understanding-based learning of complex and abstract scientific content. In our study, we tried to answer two questions that have not yet been clarified: (1) How effective is CM if the learners do not have the textual learning material available when constructing their concept maps (retrieval setting) in contrast to when the material is available (elaboration setting)? (2) Do potential effects of the two settings depend on the intensity of a previous CM strategy training? To this end, we established a quasi-experimental four-group plan and collected data of N = 93 undergraduate students. The participants received either a detailed CM strategy training or just a short introduction and were then asked to apply CM in a retrieval or elaboration setting. The quality of constructed concept maps and content-related learning success were assessed to determine potential group differences. Overall, our results show a significantly positive but setting-independent effect of the CM strategy training on methodical CM skills. However, the different setting conditions differed neither regarding concept map quality nor content-related learning success, implying that CM in retrieval settings could be as effective as in elaboration settings.

scholarly journals CONCEPT MAPPING: A MEANINGFUL SELF-DIRECTED LEARNING TOOL FOR PROBLEM BASED LEARNING IN PHYSIOLOGY.

2020 ◽  
Vol 4 (8) ◽  
Author(s):  
Anju Anand Asia ◽  
Abhay Mudey
Keyword(s):  
Concept Mapping ◽  
Concept Maps ◽  
Problem Based Learning ◽  
Meaningful Learning ◽  
Problem Analysis ◽  
Learning Tool ◽  
Self Directed Learning ◽  
Significant Difference ◽  
Post Test ◽  
Directed Learning

Background: Fostering meaningful and self-directed learning among medical graduates is essential to mold them into competent physicians. Concept mapping is one such educational tool facilitating meaningful learning by organizing and integrating information. In our study it was used as a learning tool for problem analysis in Physiology. Material and Methods: Students of the first MBBS Professional year were divided into groups of fifteen; a group facilitator was allotted to each group. After initial practice, students constructed concept maps in Problem based learning (PBL) sessions on case based scenarios; each group finalized a map and then designed charts based on these maps. Student’s analytical ability was determined through differences in score between MCQ based pretest and post test. Charts were evaluated and perception of students regarding effectiveness of concept maps designing was taken. Results:  One hundred and thirty two students completed the study. There was a   statistically significant difference in the pre and post test scores. The items in the Concept maps charts evaluation sheet were ranked as good or excellent in 75% of Charts except the item on horizontal interlinking and cross linking hierarchy which was ranked as satisfactory in 63% of Charts.  Students considered activity of collection of information, discussions, designing, active involvement and teamwork as useful. Conclusions: Self designed Concept maps can be a novel   approach for problem analysis in Physiology. Summary:  Concept maps are useful for summarizing information; integrating mapping in PBL can improve critical thinking ability of students and renew interest in a basic science subject like Physiology. Keywords: Concept map, Problem based learning, Meaningful learning, Analysis.

scholarly journals Concept Mapping as an Innovative Teaching Strategy to Enhance Cognitive Learning in Nursing Administration Course

2014 ◽  
Vol 2 (7) ◽  
pp. 11-25
Author(s):  
Eman Salman Taie
Keyword(s):  
Concept Mapping ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Teaching Strategy ◽  
Concept Map ◽  
Cognitive Learning ◽  
Nursing Administration ◽  
Innovative Teaching ◽  
Significant Difference ◽  
Quasi Experimental

Background Concept mapping is a teaching and learning strategy that establishes a bridge between howpeople learn knowledge and sensible learning.Aim The present study aims to explore the effect of concept mapping based learning on students' cognitivelearning levels in nursing administration course.Methods It is a quasi- experimental study. The study was conducted in faculty of nursing –Helwan University.Subjects were composed of all 4th year students (102) in faculty of nursing –Helwan University, for the academicyear 2012-2013, . Two types of Questionnaire formats were used (Students’ knowledge about conceptmapping questionnaire format and satisfaction questionnaire format) plus concept map assessment Rubricand students’ achievement test in collecting data for this study.Findings The majority of the experimental students before awareness sessions were lack knowledge aboutconcept mapping. Also, regarding applications concept map scoring rubric assignments the majority of theexperimental students had moderate score in the 1st assignment and high score in 2nd assignment. As evident,the majority of the studied students either control or experimental had low score in pre-test. While, in the posttestthe majority of experimental had high score. Most of them perceived concept mapping positively as alearning tool.Conclusion There was a high significant difference between experimental students' knowledge about conceptmapping before and after awareness sessions, concept mapping improved students’ meaningful learninglevels. Finally, most of experimental students perceived concept mapping positively.

scholarly journals Concept Mapping as a Reading Comprehension Tool

2020 ◽  
Vol 2 (5) ◽  
pp. 21-29
Author(s):  
Nicomedes S. Lumontad ◽  
Rex Argate ◽  
Ulysses B. Aparece
Keyword(s):  
Reading Comprehension ◽  
Concept Mapping ◽  
Concept Maps ◽  
Control Group ◽  
Research Subjects ◽  
Statistical Tool ◽  
Comprehension Skills ◽  
College Of Technology ◽  
Quasi Experimental ◽  
Reading Comprehension Skills

The main intent of this study was to find-out the effectiveness of the use of concept mapping in improving the reading comprehension skills of students, at Asian College of Technology. Based on the findings, a reading enhancement plan was proposed. The study utilized the Quasi-Experimental Method, with reading comprehension questions and concept maps. The research subjects were the forty education students. They were divided into two groups. One group served as the experimental group while the other group served as the control group. The researchers made reading comprehension questions on the three reading texts and concept maps to the two groups of respondents. Appropriate statistical tool was used to analyze the data collected and gathered. Concept mapping is proven to be helpful in improving the reading comprehension skills of the students. Through concept mapping, the students’ analytical, structural, and creative skills would be gradually enhanced making them better readers. A syllabus enrichment was proposed to utilize concept mapping as one of the essential teaching and reading strategies in developing the students’ reading comprehension skills.

scholarly journals CONCEPT MAPPING AS A TOOL FOR MEANINGFUL LEARNING

2020 ◽  
Vol 8 (12) ◽  
pp. 833-841
Author(s):  
Divya P. ◽  
◽  
Smitha R ◽  
Keyword(s):  
Concept Mapping ◽  
Concept Maps ◽  
Cognitive Mapping ◽  
Short Term Memory ◽  
Teaching Method ◽  
Meaningful Learning ◽  
Long Term Memory ◽  
Evaluation Tool ◽  
Term Memory ◽  
Abstract Knowledge

Concept maps have now been used as a research and evaluation tool. It enables students to visualize the structure of knowledge, interrelated concepts and the relationships among various concepts and sub-concepts. Concept mapping has been found to be an effective teaching method which enhances meaningful learning. Concept mapping was significantly more effective than the traditional or expository teaching strategies in enhancing learning. Cognitive mapping differs from traditional methods by making underlying cognitive structures transparent and giving a focus to the set of propositions by which learners construct meaning. Concept map structure correlates with the perceived data. They provide quick summary and help to identify topics to elicit new information. Concept mapping is a strategy that can be used to impart content knowledge with sense within a limited period of time.Concepts learned by rote learning tends to be quickly forgotten. Teaching methods and tools should transform knowledge from short-term memory to long-term memory. Several research studies have supported Concept mapping in academic and non-academic fields. This article describes how the concept mapping can be used to transform abstract knowledge and understanding into concrete visual representations. It is underlined that the Concept maps will serve as a suitable tool to support educators in promoting students comprehension and understanding of new concepts.

The Effect of Concept Mapping on Critical Thinking of Jordanian Nursing Students

2020 ◽  
Vol 26 (1) ◽  
pp. e19-e24
Author(s):  
Huthaifah Khrais ◽  
Ali M. Saleh
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Concept Mapping ◽  
Concept Maps ◽  
Assessment Tool ◽  
Teaching Strategy ◽  
Traditional Lecture ◽  
Before And After ◽  
Quasi Experimental ◽  
The Mean

AimThe aim of this study was to explore the effectiveness of concept maps in improving the critical thinking of nursing students.MethodThis quasi-experimental study was conducted using a pretest–posttest design among two groups of a total of 115 nursing students. Participants were either exposed to concept mapping sessions or taught with traditional lecturing; the assessment tool was a test of critical thinking completed before and after the intervention.ResultsThe mean scores for critical thinking were higher in the group that engaged in mapping sessions compared to the traditional lecture group.ConclusionThis study supports the usefulness of concept maps as a teaching strategy to promote development of nursing students' critical thinking abilities. These findings could provide valuable evidence for establishing concept mapping as a promising teaching strategy for nursing students.

Toward meaningful learning in undergraduate medical education using concept maps in a PBL pathophysiology course

2006 ◽  
Vol 30 (1) ◽  
pp. 23-29 ◽  
Author(s):  
António B. Rendas ◽  
Marta Fonseca ◽  
Patrícia Rosado Pinto
Keyword(s):  
Medical Education ◽  
Concept Mapping ◽  
Undergraduate Medical Education ◽  
Concept Maps ◽  
Meaningful Learning ◽  
Educational Method ◽  
Mapping Tool ◽  
Group A ◽  
Computer Based ◽  
Clinical Problems

Problem-based learning (PBL) is now an established method in undergraduate medical education that aims to develop reasoning skills based on clinical problems. More recently, the use of concept mapping in medical education aims to improve meaningful learning. At the New University of Lisbon, we have been using PBL as a major educational method in a pathophysiology course. In 2003–2004, we started to use Inspiration, a computer-based concept mapping tool, with a single tutorial PBL group. A total of 36 maps were constructed related to short cases, already used in the PBL course, in which a certain number of key nodes were hidden to allow the students to fill in the gaps. The results obtained appear to indicate that the use of concept maps stimulated meaningful learning within a PBL course.

Technology-supported collaborative concept maps in classrooms

2017 ◽  
Vol 19 (2) ◽  
pp. 131-143 ◽  
Author(s):  
Omer Faruk Islim
Keyword(s):  
Concept Mapping ◽  
Concept Maps ◽  
Technology Support ◽  
Class A ◽  
Large Lecture ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Pros And Cons ◽  
Ipad App ◽  
Mapping Condition

This article explores how the use of concept mapping, with and without technology support, assists students in learning complex concepts to which they may have had limited previous exposure. Students were engaged in a group-based concept mapping activity, wherein they created two concept maps over the course of several weeks in a large lecture class. A quasi-experimental design was used in which students were randomly assigned to groups of three, and groups were randomly assigned to concept mapping condition: (a) using pencil/paper followed by using an iPad application or (b) using an iPad app followed by using pencil/paper. Concept maps were scored for complexity (correctness and elaborateness), and scores were compared within group and between groups across conditions (pencil/paper vs. iPad app). Results showed that concept maps did not differ in quality between conditions or across time. Moreover, there was no significant difference between examination scores of the students. Finally, content analysis was conducted on students’ written evaluations of the pros and cons of concept mapping using pencil/paper and using the iPad app. Student evaluations indicated both pros and cons for each concept mapping condition.

scholarly journals Predicting Factors that Influence Students’ Learning Outcomes Using Learning Analytics in Online Learning Environment

2021 ◽  
Vol 16 (01) ◽  
pp. 4
Author(s):  
Saida Ulfa ◽  
Izzul Fatawi
Keyword(s):  
Online Learning ◽  
Concept Mapping ◽  
Learning Analytics ◽  
Learning Strategy ◽  
Learning Outcome ◽  
Human Interaction ◽  
Linear Regression Method ◽  
Student Interactions ◽  
Student Activities ◽  
Predicting Factors

The application of online learning has increased significantly, recently. One of the key successes in online learning is student interactions. An active learning strategy would engage the students to interact with the course or to get involved in the learning process. The objective of this research was to predict which one of the student activities that would improve the learning outcome of the students? All the activities are related to non-human interaction. One of the activities is concept mapping. All the students’ activities in online learning were stored in LMS and the data generated as a learning analytics. A linear regression method was used to analyze the data. This research confirmed that working on exercises by using concept mapping yields significant results in improving the learning outcome of students.

scholarly journals Using Concept Maps in Law Schools to Foster Meaningful Learning: Evidence from a Pilot Study

2018 ◽  
Vol 1 (2) ◽  
pp. 125-136
Author(s):  
Rossana Deplano
Keyword(s):  
Pilot Study ◽  
Concept Mapping ◽  
Concept Maps ◽  
Meaningful Learning ◽  
Undergraduate Curriculum ◽  
Small Group Teaching ◽  
Law Schools ◽  
Core Component ◽  
Legal Subjects ◽  
The Impact

Despite its many applications in various higher education settings, concept mapping is not used for teaching predominantly theoretical subjects like Law. Given the peculiarities of learning legal subjects, this article discusses the benefits of using concept maps as a core component of an undergraduate curriculum in Law. Specifically, it presents evidence from a pilot study aimed at assessing the impact of concept mapping as a tool for enhancing deep learning on students enrolled on the compulsory Constitutional and Administrative Law module. An argument is made that utilising concept maps as an integral part of small group teaching activities may be effective in helping students shift the balance from predominantly rote learning to predominantly meaningful learning.

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