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ITERATIVE CONCEPT MAPPING: THE ROLE OF PEER REVIEW

Campbell, Laurie O. ITERATIVE CONCEPT MAPPING: THE ROLE OF PEER REVIEW.

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Abstract

This case study adds to the iterative concept mapping and peer evaluation of concept maps literature base. Using a peer evaluation checklist and guidelines, graduate students’ peer-reviewed concept maps developed over the course of a semester class. Each iteration of the concept maps continued to answer the same class developed question from the beginning of the semester. A quantitative review of the maps indicated that most maps changed between 25-30% from the initial concept map to the second iteration. Students (N=6) noted that the peer review encouraged them to develop the maps to continually answer the overarching question for the course. Each iteration of the students’ maps built on the previous iterations and demonstrated the growth of knowledge and depth of understanding as evidenced by the relational links.

Item Type: Article
Subjects: UNSPECIFIED
Divisions: UNSPECIFIED
Depositing User: Claudia Martínez
Date Deposited: 12 Oct 2018 09:37
Last Modified: 12 Oct 2018 09:37
URI: http://eprint.ihmc.us/id/eprint/526

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