Conference Session

Classroom Engagement

Collection

2010 Annual Conference & Exposition

Authors

Sarah Parikh, Stanford University; Helen Chen, Stanford University; Kenneth Goodson, Stanford University; Sheri Sheppard, Stanford University

Tagged Divisions

Educational Research and Methods

chemicalengineering departments throughout the country and the world, and the available courseworkmaterial and teaching practices in this particular discipline are among the most mature in thesedepartments. Heat transfer plays a central role in modern societal needs, in particular energyconversion processes such as the combustion of fossil fuels, which is responsible for a largefraction of green house gas emissions.Astin and Pace have suggested that increases in student involvement and quality of effort areassociated with increases in learning.[1],[2] Based on this theory and the importance of the subjectmatter we formulated the research question, “Does out-of-class engagement in heat transfer leadto increases in learning as measured by course performance

Conference Session

Educational Research

Collection

2010 Annual Conference & Exposition

Authors

Cindy Waters, North Carolina A&T State University; Helen Chen, Stanford University; Sheri Sheppard, Stanford University

Tagged Divisions

Educational Research and Methods

AC 2010-253: DELIVERING ENGINEERING EDUCATION RESEARCHFINDINGS TO THE PRACTITIONERS: A NEW WORKSHOP MODELAPPROACHCindy Waters, North Carolina A&T State UniversityHelen Chen, Stanford UniversitySheri Sheppard, Stanford University Page 15.344.1© American Society for Engineering Education, 2010 Delivering Engineering Education Research Findings to the Practitioners: A New Workshop Model ApproachABSTRACTIn 2008, the Academic Pathways of People Learning Engineering Survey (APPLES) wasdeployed to over 4,500 undergraduate students with the goal of contributing to the understandingof: (1) how students’ engineering knowledge develops and changes over time; (2

Conference Session

Student Learning

Collection

2010 Annual Conference & Exposition

Authors

Dianne Raubenheimer, North Carolina State University; Eric Wiebe, North Carolina State University; Chia-Lin Ho, North Carolina State University

Tagged Divisions

Educational Research and Methods

Taiwan in 2002 and her Masters in I/O Psychology at the University of North Carolina at Charlotte in 2005. Her research interests include measurement and evaluation issues, individual differences, leadership, cross-cultural studies, work motivation, and the application of technology on human resources management. Page 15.302.1© American Society for Engineering Education, 2010 Computational thinking: What should our students know and be able to do?AbstractA NSF funded project on our campus has two overarching goals: (1) to create a computationalthinking thread in engineering

Conference Session

Student Learning

Collection

2010 Annual Conference & Exposition

Authors

Elizabeth Otto, Stanford University; Helen Chen, Stanford University; Sheri Sheppard, Stanford University

Tagged Divisions

Educational Research and Methods

Page 15.1132.3that is designed to shed light on the relationship between the college experience and post-graduation plans developed as part of the Academic Pathways of People Learning EngineeringSurvey (APPLES)1, a sub-study of the APS. This “Quadrant Analysis” framework classifiesstudents into four groups, or “quadrants,” according to whether their scores on these twovariables are above or below the population mean. The four quadrants are defined as the highintrinsic motivation and high professional and interpersonal confidence quadrant, the lowmotivation and low confidence quadrant, the high motivation and low confidence quadrant andthe low motivation and high confidence quadrant. In the APPLE study, the Quadrant Analysiswas applied to

Conference Session

New Learning Paradigms I

Collection

2010 Annual Conference & Exposition

Authors

Waddah Akili, Iowa State University

Tagged Divisions

Educational Research and Methods

relatively new methodologies in the classroom,primarily characterized by students’ active engagement or involvement in his or her academicwork, resulting in better retention of new knowledge and acquisition of desirable personal traits.Any such method that engages students in the learning process is labeled as: “active learning”method. In essence, active learning requires doing meaningful learning activities in groups underthe guidance of an informed and experienced teacher. As stated by Christensen et al 1, “To teachis to engage students in learning.” The main point is that engaging students in learning isprincipally the responsibility of the teacher, who becomes less an imparter of knowledge andmore a designer and a facilitator of learning

Conference Session

New Learning Paradigms II

Collection

2010 Annual Conference & Exposition

Authors

Morgan Hynes, Tufts University; David Crismond, The City College of New York; Barbara Brizuela, Tufts University

Tagged Divisions

Educational Research and Methods

the United States (US) K-12 setting is an idea that has been gainingattention as professional and educational groups push for its inclusion into the pre-college STEMclassrooms 1-4. Other countries such as the United Kingdom (UK), Australia, New Zealand, andCanada include design and technology in their pre-college curriculum 5-8.The International Technology Education Association (ITEA) places engineering design withintechnology education classrooms and describes engineering design as demanding “criticalthinking, the application of technical knowledge, creativity, and an appreciation of the effects ofa design on society and the environment” 1. The National Research Council (NRC)3 recognizesthe importance of the relationship between the

Conference Session

ERM Potpourri

Collection

2010 Annual Conference & Exposition

Authors

David Bowman, Clemson University; Lisa Benson, Clemson University

Tagged Divisions

Educational Research and Methods

commentary to a particular event in the problem solving procedure. Inaddition, we needed a tool to allow the researcher to mark where specific events, concepts, orprocedures occur while playing back student work. We refer to these marks as “tags” and thecollection of all events, concepts, procedures, or other items of interest as the “tag universe.”Our solution, MuseInk (Figure 1), addresses these deficiencies while providing visualizationtools to help researchers investigate student work and listen to provided audio commentary.Figure 1: A screenshot of MuseInk playing back student work and adding procedural andconceptual tags from the tag universe. Once inserted, locations of tags will appear as marks inthe replay scrollbar at the bottom of the

Conference Session

Special Session: Impacts of Service in Engineering

Collection

2010 Annual Conference & Exposition

Authors

Olga Pierrakos, James Madison University; Eric Pappas, James Madison University

Tagged Divisions

Educational Research and Methods

problem solving during their undergraduateeducation.Problem-based learning (PBL), a powerful student-centered pedagogy, offers a strongframework upon which to build a curriculum that will allow our students to learn essential andglobally competitive problem solving skills3-4. Some of the benefits of PBL include: (1)improving students’ problem solving and critical thinking skills, (2) promoting high motivationfor students, (3) increasing the ability to integrate and apply engineering skills with fundamentalsof math and science, (4) enhancing the acquisition and retention of knowledge, and (5)facilitating collaborative learning. Yet, although widely used in engineering, particularly duringthe senior year, PBL practices have not extensively been

Conference Session

Educational Research

Collection

2010 Annual Conference & Exposition

Authors

Erin Crede, Virginia Tech; Maura Borrego, Virginia Tech

Tagged Divisions

Educational Research and Methods

. IntroductionDespite the publication of several methodological texts and papers written to address the properuse of a mixed methods research design 1-4, there is still a lack of consensus on how to integratemultiple types of data and discuss the results. A content analysis of social science articlespublished by Bryman 5 found that researchers would state the use of both qualitative andquantitative research methods but only report the results of one data type. Another contentanalysis of evaluation research articles found that 44% of the articles did not integrate thequantitative and qualitative data 4. Integration of the qualitative and quantitative data is a centraltenet of a mixed methods research design. Mixing, defined by Creswell2 involves the

Conference Session

Classroom Engagement

Collection

2010 Annual Conference & Exposition

Authors

Brianno Coller, Northern Illinois University; David Shernoff, Northern Illinois University

Tagged Divisions

Educational Research and Methods

/motorcycle model to the game. We have built our video game on top of an existing open-source game called Torcs (www.torcs.org). Torcs provides the game framework and graphicsengine for our game. It synchronizes our simulations so that they run in real time, and it givesEduTorcs the look and feel of commercial video games similar to Need for Speed or GranTurismo. See Figure 1 for screen shots of the game.   Figure 1: Screen shots from the game EduTorcs. Even with all its similarities, students normally do not “play” EduTorcs like a traditional videogame. They primarily interact with the game through a software interface that we have

Conference Session

Professional Identity

Collection

2011 ASEE Annual Conference & Exposition

Authors

Holly M. Matusovich, Virginia Tech; Brock E. Barry, U.S. Military Academy; Kerry Meyers, University of Notre Dame; Rachel Louis, Virginia Tech

Tagged Divisions

Educational Research and Methods

student’s development over time.IntroductionResearch has shown that identifying with engineering contributes positively to students’persistence in earning an engineering degree.1, 2 While some students may enter engineeringprograms with the belief that he or she is “an engineering-type person,” this is not true for allstudents.3 Therefore, engineering educators and administrators need ways to encourage students’engineering identity development. However, current research lacks a clear understanding of howstudents’ develop identification with engineering and what universities can do to enhancestudents’ identification with the profession.To begin closing this gap, we designed a multi-institution study that enabled us to examine andcompare a military

Conference Session

Persistence and Retention I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Qu Jin, Purdue University, West Lafayette; P.K. Imbrie, Texas A&M University; Joe J.J. Lin, Purdue University, West Lafayette; Xingyu Chen, Purdue University

Tagged Divisions

Educational Research and Methods

. Page 22.70.2Research QuestionsThe research questions in this study are: 1) How do prediction performances of multi-outcome model compare with those of individual single-outcome models? 2) Do the important predictors identified by the multi-outcome models align with those identified by single-outcome models? 3) Are the important predictors of first-year retention the same as those of first-year GPA?Modeling Student Success in EngineeringFigure 1 shows the framework of our model of student success. The predictors, listed at the leftin the figure, can be grouped into two categories: the affective measures and the high schoolhistory matrix. Affective measures include nine factors: expectancy, leadership, meta-cognition,major

Conference Session

Digital Technologies and Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

John Chen, California Polytechnic State University; Christine A. Victorino, California Polytechnic State University, San Luis Obispo; Charles Birdsong, California Polytechnic State University, San Luis Obispo; Unny Menon, California Polytechnic State University, San Luis Obispo; Marilyn Tseng, California Polytechnic State University, San Luis Obispo; Tyler Scott Smith

Tagged Divisions

Educational Research and Methods

reduced cost, portability, and smaller environmental footprint. Despite therelative benefits of online textbooks, however, concerns about them include poor user interfaces,inconsistent or nonexistent standards among textbook publishers, restrictive licensing, limitedrange of available textbooks, and growing pains associated with learning new technologies.In order to provide insight into students’ attitudes and usage regarding online textbooks, weexamined the following questions: 1. What is the extent to which students use online textbooks when assigned? Page 22.109.2 2. What are student attitudes regarding online textbooks? 3. How does the use

Conference Session

Modeling and Problem-Solving

Collection

2011 ASEE Annual Conference & Exposition

Authors

Morris M. Girgis, Central State University

Tagged Divisions

Educational Research and Methods

solve problem scenarios. Specifically, our research attempted toanswer two questions. The first question asked how effective the scaffolding approach is forteaching problem-solving while simultaneously addressing academic diversity. The secondquestion focused on how this approach could best be implemented in project-based instruction.B. Project TasksTable 1 explains the problem-solving related tasks, gained knowledge or skill, and theappropriate engineering taxonomic units or taxa. These taxa6 are identified as follows: I. Pre-knowledge Conceptual Experiences Page 22.159.4 II. Basic Conceptual Knowledge III. Applied Conceptual knowledge IV

Conference Session

Research on Engineering Design Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Leslie Reed, Purdue University; Michael J. Dyrenfurth, Purdue University, College of Technology, West Lafayette

Tagged Divisions

Educational Research and Methods

projects, with an emphasis on planning and design alternatives to meet cost,performance, and user-interface goals. One of the course requirements is the completion of theconceptualization and initial development phases of an electronic device that accomplishes astudent-defined task or solves a student-defined problem. Student projects are taken tocompletion in two subsequent self-directed laboratory courses, Project Design and Development,Phase I and II. The students who volunteered to participate in the study (n=40) ranged in agefrom 21 to 35, and most were white, non-Hispanic males from within the state, with nearly halfof them starting as freshman in the ECET program. The cohort included 1 female, 3 African-Americans, 3 Hispanics and 1

Conference Session

Assessment Instruments

Collection

2011 ASEE Annual Conference & Exposition

Authors

Syed Helmi Syed Hassan, Universiti Teknologi Malaysia; Khairiyah Mohd-Yusof, Universiti Teknologi Malaysia; Mohd Salleh Abu, Universiti Teknologi Malaysia; Shahrin Mohammad, Universiti Teknologi Malaysia

Tagged Divisions

Educational Research and Methods

. Thus, there is an urgent need toprepare future engineers for solving unknown problems. The emphasis should be on teaching tolearn rather than providing more knowledge. Teaching engineers to think analytically will bemore important than helping them memorize theorems. Teaching them to cope with rapidprogress will be more critical than teaching them all of the technology breakthroughs.1 In theopinions of engineering managers, thinking and problem solving skills are evaluated as the mostimportant skills of an engineering professional, and are becoming even more vital in theextremely challenging world of today.2Currently, most of our engineering schools have developed curricula by creating scenarios orpredicting the expected problems. In doing so

Conference Session

K-12 Students and Teachers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Tirupalavanam G. Ganesh, Arizona State University

Tagged Divisions

Educational Research and Methods

after-school program. Image-elicitation interviews along withanalysis of written responses that accompanied the draw-an-engineer assessment were usedto confirm our interpretations of students’ representations.Table 1. Percent Project Participants by Gender and Year Number of Students 2007-08 2008-09 Combined Sample Percent by Gender Female 32 35 67 58% Male 16 33 49 42% Total 48 68 116 Page 22.208.6Table 2. Percent Project Participants by Race/Ethnicity and Year Number of Students 2007-08

Conference Session

Knowing Ourselves: Research on Engineering Education Researchers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Stephanie M. Gillespie, University of Miami; Ann F. McKenna, Arizona State University, Polytechnic campus; Russell Pimmel, National Science Foundation

Tagged Divisions

Educational Research and Methods

– all degrees are in electrical engineering. Page 22.209.1 c American Society for Engineering Education, 2011 Analyzing the Transformative Nature of Engineering Education ProposalsAbstractThis study analyzed proposals submitted to the National Science Foundation’s CourseCurriculum and Laboratory Improvement (CCLI) program for the Phase/Type 1 deadlines of2005 and 2009. The goal of this study was to characterize the nature of CCLI proposals in orderto determine a baseline for examining the potential effect of the recent name change in thesolicitation to

Conference Session

Digital Technologies and Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Catherine T. Amelink, Virginia Tech; Shreya Kothaneth, Virginia Tech; Glenda R. Scales, Virginia Tech

Tagged Divisions

Educational Research and Methods

. Page 22.220.1 c American Society for Engineering Education, 2011 Applying the Innovation in Engineering Education Framework: Assessing the Impact of Instructional TechnologyAbstractOne component in systematic educational innovation is examining the use and impact ofinstructional technology within the engineering undergraduate curriculum 1. Instructionaltechnology such as laptops, used in conjunction with software such as OneNote andDyknow, course management systems, and social networking platforms can providestudents and faculty access to shared learning spaces and allow for mobile learning.Regular use of these tools within the engineering curriculum by a cadre of faculty trainedto use them

Conference Session

Research on Engineering Design Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ann F. McKenna, Arizona State University, Polytechnic campus; Gül E. Okudan Kremer, Pennsylvania State University, University Park; Carolyn Plumb, Montana State University; Hyun Kyoung Ro, Penn State University; Alexander Yin, Pennsylvania State University, University Park

Tagged Divisions

Educational Research and Methods

students. The full study concentrates on threeattributes of the engineer of 20201: design and problem-solving skills, interdisciplinarycompetence, and contextual competence; this paper focuses specifically on effective strategiesfor teaching design and problem solving. The paper reports findings from the P2P quantitativestudy as well as the P360 six case study institutions of Arizona State University (Tempe &Polytechnic Campuses), Harvey Mudd College, Howard University, Massachusetts Institute ofTechnology, University of Michigan, and the Virginia Polytechnic Institute and State University.Using the framework shown in Figure 1, we assume that learning is situated in social, cultural,and institutional contexts that strongly influence what is

Conference Session

K-12 Students and Teachers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Robin Guill Liles, North Carolina Agricultural and Technical State University; Courtney Lambeth, North Carolina A&T State University; Cindy Waters, North Carolina A&T State University (Eng); Devdas M. Pai, North Carolina A&T State University (Eng)

Tagged Divisions

Educational Research and Methods

for comparison. IRB approval, including camper and parentalinformed consent, were obtained prior to data collection.ResultsBioengineering summer camp participants ranged from 14-17 years old (M Age=15.5), and mostparticipants reported having just completed the 9th grade (n=7). Participants were predominantlymale (n=11) and African American (n=14). See Figure 1. All participants indicated that they (a)held US citizenship and (b) planned to attend a 4-year college. Further, most participants (n=11) Page 22.225.5stated they intended to pursue degrees in either bioengineering or STEM-related disciplines. SeeFigure 2. The majority of participants (n

Conference Session

Educational Research

Collection

2010 Annual Conference & Exposition

Authors

Ruth Streveler, Purdue Universtiy; Alejandra J. Magana, Purdue University, West Lafayette; Karl Smith, University of Minnesota; Tameka Clarke Douglas, Purdue University

Tagged Divisions

Educational Research and Methods

will be emphasized in the development of CLEERhub.IntroductionIn 2004, the National Science Foundation sponsored three projects to build capacity in engineeringeducation research: Rigorous Research in Engineering Education: Creating a Community of Practice(RREE) [DUE-0341127], Strengthening HBCU Engineering Education Research Capacity, [HRD-0411994], and the Institute for Scholarship in Engineering Education (ISEE), an element of theCenter for the Advancement of Engineering Education [ESI-0227558]. These programs attractedtremendous interest, with participant applications outweighing available slots by a ratio ofapproximately 3 to 1. The engineering education research communities that RREE and ISEE helpedto foster have expanded and now have

Conference Session

Innovative Teaching and Assessment Tools

Collection

2010 Annual Conference & Exposition

Authors

Sean Brophy, Purdue University; Sensen Li, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

begins with the development of declarative and procedural knowledge for boththese tools and specific domain knowledge8. As expertise develops a person‟s knowledgedevelops to an efficient level where their ability to fluently use knowledge for routine proceduresis demonstrated. An expert who has learned to use this knowledge adaptively will illustrate theirpotential for generating new ideas7. If we consider the knowledge for both must co-development,and the knowledge develops through a partially linear transition from declarative to strategic (oradaptive), then the Framework in Figure 1 could demonstrate a relationship that illustrates apathway for how students with various knowledge skills can develop their conceptualunderstanding of tools and

Conference Session

Special Session: Next Generation Problem-Solving

Collection

2010 Annual Conference & Exposition

Authors

Ronald Miller, Colorado School of Mines; Tamara Moore, University of Minnesota; Brian Self, California Polytechnic State University; Andrew Kean, California Polytechnic State University; Gillian Roehrig, University of Minnesota; Jack Patzer, University of Pittsburgh

Tagged Divisions

Educational Research and Methods

(Chamberlin & Moon, 2005; Lesh & Lamon, 1992).An MEA is a problem-solving task related to real world situations requiring documentation ofstudents’ thinking and procedures, not only a final product. In other words, it requires the“modeling” process itself as well as a “model” from students. The main characteristics of MEAsare: 1) Client-driven, open-ended, and realistic problems, 2) Designed based on multiple threadsrelated to a realistic context, 3) Address higher-order thinking skills, 4) Products are models andmodeling processes, and 5) Team work oriented (Lesh & Doerr, 2003; Lesh, Doerr, Carmona, &Hjalmarson, 2003; Lesh & Harel, 2003; Lesh & Zawojewski, 2007). Thus MEAs engagestudents in a real disciplinary community

Conference Session

ERM Potpourri

Collection

2010 Annual Conference & Exposition

Authors

Stephen Snyder, Taylor University; Joshua Gates, Taylor University; Lydia Kilmer, Taylor University; Emily Paladin, Taylor University

Tagged Divisions

Educational Research and Methods

question asked the participants what they currentlyneeded most from Taylor University.ResultsExecutive Summary All four of the primary scales under study indicated statistically significant growth frompretest to posttest (p.05). Practical significance was found for all statistically significantscales (Eta2 Range=.31-.55). See figure 3. Curiosity grew from a mean of 4.81 to 5.58 (p .6: Fair Alpha > .7: Good Alpha > .8: ExcellentTable 3. Results from three workshops. Bolded scales indicate super-ordinate scales. Non-bolded scales are sub-scales of the preceding super-ordinate scale.1- Strongly Disagree 2

Conference Session

Conceptual Learning

Collection

2010 Annual Conference & Exposition

Authors

Bill Brooks, Oregon State University; Milo Koretsky, Oregon State University

Tagged Divisions

Educational Research and Methods

exercises in which the popular answer is also the correct answer, analysis ofcode gains compared to code losses indicate a statistically significant increase in apparentunderstanding. However, on those exercises in which the majority of the class chose incorrectly,there was no statistically significant improvement of understanding for the class aswhole. Furthermore, in these cases there were a significant number of students that changedtheir answer to the popular, incorrect answer. These results lend support to the theory of socialconstructivism and the consensuality principle, and can help guide the use of Peer Instruction inthe classroom.1. IntroductionMany engineering classes use lecture based instructional delivery and emphasize routineproblem

Conference Session

New Learning Paradigms I

Collection

2010 Annual Conference & Exposition

Authors

Kendra Seniow, Oregon State University; Eric Nefcy, Oregon State University; Christine Kelly, Oregon State University; Milo Koretsky, Oregon State University

Tagged Divisions

Educational Research and Methods

. Page 15.1030.2IntroductionEngineers, students and professionals, invoke a wide variation in content and complexity ofmodels as they complete open-ended, ill-structured tasks. In this context, a model is defined asthe representation of a phenomenon, any intellectually interesting segregation of the world, usedto build understanding and permit inquiry.1 This study examines student model development intwo industrially situated virtual laboratories. By simulating the physical components of thelaboratory, the emphasis of student learning shifts to outcomes that have been historically elusivein the academic environment: experimental design, analysis, redesign and iteration. Rather thanemphasizing procedural or routine tasks, the virtual laboratory

Conference Session

Innovative Teaching and Assessment Tools

Collection

2010 Annual Conference & Exposition

Authors

Tristan Utschig, Georgia Institute of Technology; Judith Norback, Georgia Institute of Technology

Tagged Divisions

Educational Research and Methods

arethemselves engineering success stories give these tools a real-world applicability that willmotivate students. This system not only addresses the faculty’s need to grade students; it alsodirectly represents what industry wants these students to be able to do when they are hired asgraduates.As a whole, the work described here provides two different valuable pieces that make up thestudent engineering presentation scoring system. These pieces are the (1) scoring rubric itself foruse in rating presentations and (2) supplementary teaching guidelines to provide deepunderstanding of the items in the scoring rubric for instructors and to use when determining whatinstructional feedback will be helpful to students.BackgroundWhat other well-documented scoring

Conference Session

Engineering Design: Implementation and Evaluation

Collection

2010 Annual Conference & Exposition

Authors

Cameron Denson, Utah State University; Matt Lammi, Utah State University; Kyungsuk Park, Utah State University; Elizabeth Dansie, Purdue University

Tagged Divisions

Educational Research and Methods

AC 2010-1972: METHODS FOR EXPLORING ENGINEERING DESIGNTHINKING IN HIGH SCHOOL STUDENT TEAMSCameron Denson, Utah State UniversityMatt Lammi, Utah State UniversityKyungsuk Park, Utah State UniversityElizabeth Dansie, Purdue University Page 15.869.1© American Society for Engineering Education, 2010 Methods for Exploring Engineering Design Thinking in High School Student Teams A better understanding of engineering and its relationship to society is critical for allAmericans even though few will pursue engineering as a career 1. At the heart of engineering isdesign and therefore developing an understanding of the engineering design process

Conference Session

Student Learning

Collection

2010 Annual Conference & Exposition

Authors

Ricky Castles, Virginia Tech; Vinod Lohani, Virginia Tech

Tagged Divisions

Educational Research and Methods

time. Over 1400 data sets have beencollected and analyzed. Within this paper the components of the analysis software are discussedalong with some results from data analysis.A Brief Introduction to Concept Maps Concept maps are a way of graphically representing the underlying components of a Page 15.1349.2particular field or subfield or, more generally, knowledge [1]. The concepts are enclosed incircles or boxes and lines or arrows linking the boxes indicate the relationship that existsPage 15.1349.3learners. Through the formation of each learner’s concept map, one can see the links andunderlying structure the learner has formed and