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

\bibitem{asee_peer_17753}
  Triplett, J., \& Kelly, J. E., \& Krause, S. J. (2011, June), \emph{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

Jessica Triplett, Jacquelyn E. Kelly, and Stephen J. Krause.  "Development and Use of Concept Context Maps to Promote Student".  2011 ASEE Annual Conference & Exposition, Vancouver, BC, 2011, June.  ASEE Conferences, 2011.  https://peer.asee.org/17753 Internet.  11 Feb, 2025

\bibitem{asee_peer_17753}
  Jessica Triplett, Jacquelyn E. Kelly, and Stephen J. Krause.
  "Development and Use of Concept Context Maps to Promote Student".
  \emph{2011 ASEE Annual Conference \& Exposition, Vancouver, BC, 2011, June}.
  ASEE Conferences, 2011.
  https://peer.asee.org/17753 Internet.  11 Feb, 2025

@INPROCEEDINGS{asee_peer_17753
author = "Jessica Triplett, Jacquelyn E. Kelly, and Stephen J. Krause"
title = "Development and Use of Concept Context Maps to Promote Student"
booktitle = "2011 ASEE Annual Conference \& Exposition"
year = "2011"
month = "June"
address = "Vancouver, BC"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/17753}
number = {10.18260/1-2--17753}
}

TY  - CPAPER
AB  -       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. 
AU  - Jessica Triplett
AU  - Jacquelyn E. Kelly
AU  - Stephen J. Krause
CY  - Vancouver, BC
DA  - 2011/06/26
PB  - ASEE Conferences
TI  - Development and Use of Concept Context Maps to Promote Student
UR  - https://peer.asee.org/17753
DO  - 10.18260/1-2--17753
ER  -