Cmap
Six Years of Design Experiments using Concept Mapping – At the Beginning and At the End of Each of 23 Learning Projects

Åhlberg, Mauri and Vuokko, Ahoranta (2004) Six Years of Design Experiments using Concept Mapping – At the Beginning and At the End of Each of 23 Learning Projects. In: Concept Maps: Theory, Methodology, Technology. Proc. of the First Int. Conference on Concept Mapping. Universidad Pública de Navarra, Pamplona, Spain, pp. 45-52. ISBN 84-9769-064-8

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Abstract

The results of a 6-year period of field testing of concept mapping are described. Very few long-term series of concept mapping experiments have been published. Most publications report very short experiments. Our research was conducted over two 3-year experimental periods, and included partial replications. During each period, two intact school classes with 20 pupils each were tested. The pupils were from grade levels 4 – 6 (10-12 years old). Concept mapping clearly revealed that pupils did learn during each learning project. Number of relevant concepts and number of relevant propositions were used as indicators of meaningful learning. Statistically significant differences between those indicators at the beginning and at the end of learning projects were found for both experimental periods. Pupils were happy to see for themselves that they really learned during the learning projects. Moreover, it seemed to increase their self-esteem and happiness with the teaching-studying-learning process. For the teacher, this was constructivism at its best. She could easily and clearly monitor and promote her pupils’ metalearning and metathinking. Qualitative research results of this project include the teacher’s observations as well as her tentative theory of the benefits and drawbacks of concept mapping after 6 years of experimenting. Reliability was estimated in the preliminary quantitative analysis. Statistical tests were performed to determine the relationship between the two indicators of meaningful learning and variables including: 1) shared teaching-studying-learning time, 2) sex of pupil, and 3) earlier school achievement levels.

Item Type: Book Section
Uncontrolled Keywords: Paper, CMC2004
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education > LB1501 Primary Education
Divisions: UNSPECIFIED
Depositing User: Mr. Ernest Prats
Date Deposited: 18 Aug 2012 12:10
Last Modified: 13 Oct 2012 06:57
URI: http://eprint.ihmc.us/id/eprint/48

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