Concept Mapping as a Window into Student

Understanding

Biology Scholars Program

SoTL Institute

July, 2010

William CliffDepartment of Biology

Niagara University

Types of Conceptual Learning

• Meaningful Learning−New concepts are linked to

existing knowledge in a highly integrated framework of ideas

• Rote Learning−New concepts are minimally

linked to existing knowledge and are stored in an arbitrary, verbatim and nonsubstantive fashion

From: Mintzes J. Concept Mapping in College Science. Mintzes J and Leonard W, eds. Handbook of College Science Teaching. NSTA Press, 2006.

• A 2D node-link-node diagram that

depicts the most important concepts

and propositions in a knowledge

domain

• A network of propositions where

related concepts are interlinked by

labeled lines

What is a Concept Map?

Concept Map of Concept Mapping

Modified from: Novak JD & Canas AJ (2006) http//cmap.ihmc.us/Publications/Research Papers/TheoryUnderlyingConceptMaps.pdf

Concept Maps as Measuring Tools• Task

• Student Response Format

• Scoring System

Mapping Tasks

• Fill-in skeleton map−Fill-in nodes (concepts)−Fill-in links (verbs)−Selected or free response

• Self generated−Concepts provided−De novo

How can Concept Maps be Evaluated or Scored?

• Holistically or qualitatively

• Quantitatively by scoring rubrics−Structural Complexity−Content Validity

• Comparison with expert maps

Scoring Concept Maps

Structural Scoring Method

McClure, JR et al. J. Res. Sci. Teach. 36:475, 1999

First level of Hierarchy

Second level of Hierarchy

Propositions score 1 x 8 = 8

Hierarchies score 5 x 2 = 10

Cross-links score 10 x 1 = 10

Examples score 1 x 2 = 2

Total = 30

Relational Scoring Method

West, DC et al. Med. Educ. 36:820, 2002

Advantages of Concept Mapping

for Assessing Student Learning

• Makes visible the complex structure

of student’s declarative knowledge

• Uncovers student

misunderstandings

• Reveals student conceptual change

Further Resources

• M. Zeilik. Concept Mapping. [online]

www.wcer.wisc.edu/archive/cl1/flag/cat/catframe

• J. Mintzes and W. Leonard, eds. Handbook of College Science Teaching. NSTA Press, 2006.

• M. Ruiz-Primo and R. Shavelson. Problems and Issues in the Use of Concept Maps in Science Assessment. J. Res. Sci. Teaching. 33:569-600, 1996.

• J. Nesbit and O. Adesope. Learning with Concept and Knowledge Maps: A Meta-Analysis. Rev. Edu. Res. 76:413-448, 2006.