Fang, N. (2017, June), Board # 34 : Student Perceptions of Concept Mapping in a Foundational Undergraduate Engineering Course  Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--27834

\bibitem{asee_peer_27834}
  Fang, N. (2017, June), \emph{Board \# 34 : Student Perceptions of Concept Mapping in a Foundational Undergraduate Engineering Course}
  Paper presented at 2017 ASEE Annual Conference \& Exposition, Columbus, Ohio.
  10.18260/1-2--27834

Ning Fang.  "Board # 34 : Student Perceptions of Concept Mapping in a Foundational Undergraduate Engineering Course".  2017 ASEE Annual Conference & Exposition, Columbus, Ohio, 2017, June.  ASEE Conferences, 2017.  https://peer.asee.org/27834 Internet.  12 Mar, 2025

\bibitem{asee_peer_27834}
  Ning Fang.
  "Board \# 34 : Student Perceptions of Concept Mapping in a Foundational Undergraduate Engineering Course".
  \emph{2017 ASEE Annual Conference \& Exposition, Columbus, Ohio, 2017, June}.
  ASEE Conferences, 2017.
  https://peer.asee.org/27834 Internet.  12 Mar, 2025

@INPROCEEDINGS{asee_peer_27834
author = "Ning Fang"
title = "Board \# 34 : Student Perceptions of Concept Mapping in a Foundational Undergraduate Engineering Course"
booktitle = "2017 ASEE Annual Conference \& Exposition"
year = "2017"
month = "June"
address = "Columbus, Ohio"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/27834}
number = {10.18260/1-2--27834}
}

TY  - CPAPER
AB  - This executive summary reports student perceptions about their concept mapping experiences in a foundational undergraduate engineering course. Innovations of the present study are described, followed by a description of research methods, data collection, example concept maps generated by students, and student perceptions of concept mapping.  Based on the results of the present study, the top four reasons students liked concept mapping are 1) concept maps helped make connections among concepts; 2) concept maps helped review what students had learned; 3) concept maps helped visualize concepts; and 4) concept maps helped understand concepts.  The top two reasons students disliked concept mapping are concept mapping was busy work and 2) concept maps did not help understand concepts. It is concluded that concept mapping should not be regarded as a universal tool to solve all problems.  Diverse, active learning approaches are needed to address diverse needs of students. 
AU  - Ning Fang
CY  - Columbus, Ohio
DA  - 2017/06/24
PB  - ASEE Conferences
TI  - Board # 34 : Student Perceptions of Concept Mapping in a Foundational Undergraduate Engineering Course
UR  - https://peer.asee.org/27834
DO  - 10.18260/1-2--27834
ER  -