New Orleans, Louisiana
June 26, 2016
June 26, 2016
August 28, 2016
Concept mapping is a reflective technique used for teaching practices in science and engineering classrooms. It requires students to create an intellectual framework that shows major ideas and emphasizes their interrelatedness. Concept maps enable students to internalize the information they have learned, identify the key concepts, and document the relationships to one another by drawing physical connections between them. Concept maps are used in a junior-level, student-centered Biomaterials course to assess student understanding and highlight topics needing more attention. This study will investigate the newly adopted concept mapping session in terms of achievement, attitude, and persistence. Furthermore, the quality of concept map will be compared to achievement levels.
Briefly, the student-centered class entails a Muddiest Point exercise followed by the concept mapping session and a mini-lecture enhanced with Clicker questions. During the concept mapping session, students work in groups created by CATME which groups based on desired team attributes. For each homework assignment, each group creates concept maps about the related content, using a free software package, CMap. Students then evaluate their group members using CATME’s peer evaluation capability.
Assessment of concept mapping in the Biomaterials course will focus on three areas: achievement, attitude, and persistence. The achievement will be measured by the academic performance (final grades). Moreover, we will compare final grades from semesters with and without the concept mapping activity. Additionally, student concept maps will be scored according to their propositions (“Is the relationship valid?”), hierarchy (“Are more general concepts above and less general below?”), cross links (“How many connections are drawn?”), and examples (“Are there examples provided?”). It is predicted a high score on a students’ concept map correlates to high achievement. Attitude will be tracked with a custom survey based on the previously validated survey “Student Value of Muddiest Points Survey” by Carberry, et al. based on motivation theory. More specifically, students will provide feedback on the interest, utility, and cost associated with concept maps. Each survey item ranges from 1—strongly disagree to 4 – strongly agree. Scores associated with concept maps will be compared to another student-centered strategy used in the course – Muddiest Points. Lastly, persistence will be measured as those students enrolled on the 21st day of class who take the final exam.
This work will evaluate various facets of evidence-based concept mapping in a junior-level Biomaterials course. As demonstrated by others, by using concept maps as a learning strategy, instructors are giving students the opportunity to improve their critical thinking skills, to visualize the complex relationships between concepts, and to personalize their learning. Additionally, proper use of concept maps will lead to more efficient use of classroom time by more clearly understanding topics students need to be clarified.
Holm, M. A., & Stabenfeldt, S. E., & Ankeny, C. J. (2016, June), Work in Progress: Evaluation of the Concept Mapping in a Student-Centered Biomaterials Course Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.27360
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2016 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015