Using Concept Mapping to Promote Meaningful Learning: An Action Research Study
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Authors
Scagnelli, Laurel H.
Issue Date
2002-05
Type
Thesis
Language
en_US
Keywords
Computer Assisted Concept Mapping
Alternative Title
Abstract
This action research studied the effects of computer-assisted
concept mapping on learning, retention, and transfer of knowledge. Two
third grade science classes completed a unit on heat with the same teacher
using the same materials and lessons, with concept mapping being the
independent variable compared.
The study included observation, an objective test, evaluation
rubrics, an observational log, and an attitudinal survey as measurement
instruments. There was little difference in achievement between the two
groups. According to surveys, students were agreeably engaged in concept
mapping and found value in it The experimental group scored slightly
higher on the problem-solving activity, which suggests concept map
organization may lead to a clearer understanding of content. The teacher
used the concept maps to formatively evaluate the students' understanding
throughout the instructional unit.