June 24, 2017
June 24, 2017
June 28, 2017
NSF Grantees Poster Session
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.
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
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