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Development and Use of Concept Context Maps to Promote Student

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2011 ASEE Annual Conference & Exposition


Vancouver, BC

Publication Date

June 26, 2011

Start Date

June 26, 2011

End Date

June 29, 2011



Conference Session

Special Session: Creating, Using, and Assessing with Concept Maps in Introductory Materials Courses

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Page Count


Page Numbers

22.472.1 - 22.472.17



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Paper Authors

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Jessica Triplett Arizona State University


Jacquelyn E. Kelly Arizona State University

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Jacquelyn Kelly is doctoral student in Science Education at Arizona State University. Her Master's degree is in Materials Science and Engineering and her undergraduate degree is in Physics and Chemistry. Her principle research interests are situated in engineering education and include conceptual development, engineering academic language acquisition, and the role of motivation and emotion on these things. She is also invested and passionate about K-12 education as she teaches physics, chemistry, and science foundations at New School for the Arts and Academics, an alternative arts high school.

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Stephen J. Krause Arizona State University

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Stephen J. Krause is Professor in the School of Materials in the Fulton School of Engineering at Arizona State University. He teaches in the areas of bridging engineering and education, capstone design, and introductory materials engineering. His research interests are evaluating conceptual knowledge, misconceptions and their repair, and conceptual change. He has co-developed a Materials Concept Inventory for assessing conceptual knowledge of students in introductory materials engineering classes. He is currently conducting research with NSF sponsored projects in the areas of: Modules to Promote Conceptual Change in an Introductory Materials Course, Tracking Student Learning Trajectories of Atomic Structure and Macroscopic Property Relationships, and Assessing the Effect of Learning Modes on Conceptual Change.

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Development and Use of Concept Context Maps to Promote Student Conceptual Understanding in An Introductory Materials CourseConcept Context Maps are instructional tools that can be used in and out of the classroom. Theyare multimodal visual outlines (created using Inspiration software) that show relationshipsbetween topics and include relevant sources to contextualize topics covered any given map.Traditional concept maps show a visual map of concepts and their connections which are wordsthat link the concepts. In the Concept Context maps we are linking a wide array of informationthat reflects the organization of content within a topical area in an introductory materials course.As such, topics can be contextualized with equations, graphs, charts, macroscopic images,microscopic images, and historical facts. Concept Context Maps serve many different functionsfor students. They can be used as a reading guide while a student reads a chapter in the textbook,as a resource to refer to during lecture, as a study guide before an exam, and with words/phrasesremoved, as quizzes. A main overarching goal of the Concept Context Map is to help studentsmentally organize the new knowledge and discover how that information relates to what studentsalready know. In effect, the Concept Context maps help students begin to develop their ownconceptual framework for a given topical area. The maps have also been used as learning toolsby removing words or phrases from some blanks and then creating word bank for students to useand select the appropriate box. After using the concept maps for one semester 100% of 38students in an introductory materials class found that the Concept Context Maps either supportedor strongly supported their learning. To this point 15 Concept Context Maps have been createdfor topics in the Materials course, as well as Concept Context Fill in Blank team activity Maps.In the full paper methods to create and use the maps will be fully described along withassessment on how students use the maps as well as their impact on student understanding. 

Triplett, J., & Kelly, J. E., & Krause, S. J. (2011, June), Development and Use of Concept Context Maps to Promote Student Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--17753

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