Browsing by Subject "Concept mapping"
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Item The comparative effect of individually-generated vs. collaboratively-generated computer-based concept mapping on science concept learning(Texas A&M University, 2007-09-17) Kwon, So YoungUsing a quasi-experimental design, the researcher investigated the comparative effects of individually-generated and collaboratively-generated computer-based concept mapping on middle school science concept learning. Qualitative data were analyzed to explain quantitative findings. One hundred sixty-one students (74 boys and 87 girls) in eight, seventh grade science classes at a middle school in Southeast Texas completed the entire study. Using prior science performance scores to assure equivalence of student achievement across groups, the researcher assigned the teacher??????s classes to one of the three experimental groups. The independent variable, group, consisted of three levels: 40 students in a control group, 59 students trained to individually generate concept maps on computers, and 62 students trained to collaboratively generate concept maps on computers. The dependent variables were science concept learning as demonstrated by comprehension test scores, and quality of concept maps created by students in experimental groups as demonstrated by rubric scores. Students in the experimental groups received concept mapping training and used their newly acquired concept mapping skills to individually or collaboratively construct computer-based concept maps during study time. The control group, the individually-generated concept mapping group, and the collaboratively-generated concept mapping group had equivalent learning experiences for 50 minutes during five days, excepting that students in a control group worked independently without concept mapping activities, students in the individual group worked individually to construct concept maps, and students in the collaborative group worked collaboratively to construct concept maps during their study time. Both collaboratively and individually generated computer-based concept mapping had a positive effect on seventh grade middle school science concept learning but neither strategy was more effective than the other. However, the students who collaboratively generated concept maps created significantly higher quality concept maps than those who individually generated concept maps. The researcher concluded that the concept mapping software, Inspiration??????, fostered construction of students?????? concept maps individually or collaboratively for science learning and helped students capture their evolving creative ideas and organize them for meaningful learning. Students in both the individual and the collaborative concept mapping groups had positive attitudes toward concept mapping using Inspiration?????? software.Item Use of concept mapping and Myers-Briggs Type Indicator to promote integrative learning in athletic training and occupational therapy graduate students(Texas Tech University, 2006-05) Meers, Dawndra; Felstehausen, Virginia; Pelley, John; Taylor, Leslee; Couch, SueEducators are always looking for effective teaching methods to enhance student learning in the classroom. Promoting critical thinking through integrative learning is necessary to allow students to transfer knowledge from the classroom environment to the real world environment. To be an effective educator, it also is important to consider the student's learning styles and the impact of the learning style on teaching instruction. Concept mapping is a teaching technique that has been used in a variety of educational settings to promote integrative learning and can be utilized with different student learning styles. The Myers-Briggs Type Indicator (MBTI®) can be used with students to give educators insight into student preferences with learning. Concept mapping can be used as a teaching method for individual and group instruction. The purpose of this study was to investigate the role concept mapping plays with integrative learning in individual concept mapping versus heterogeneous group concept mapping with Master of Athletic Training (MAT) and Master of Occupational Therapy (MOT) students. This study focused on two main points: (a) differences between individual concept maps and group concept maps; and (b) differences in concept maps between students with the MBTI – "Sensing" preference and the MBTI - "Intuitive" preference. MAT students (n=32) and MOT students (n=59) participated in this study. Students participated in two 50-minute concept mapping sessions. Students were required to complete an individual concept map as a homework assignment. Measurements for each student included an individual concept map score, time to complete the individual map, a group concept map score, a change score from individual to group concept map, and a MBTI. Findings identified a statistically significant difference between change scores from individual concept map scores and group concept map scores, supporting the idea that group work can enhance individual work. Differences between the "Sensing" student and "Intuitive" student maps were not found to be statistically significant. However, a correlation demonstrated that students who took more time on their individual maps had higher scores on their individual maps, regardless of their MBTI. This study and its application of concept mapping have practical implications for educators. Concept mapping can be an effective teaching method to use in the classroom as both an individual and group assignment. It also is optimal to mix students with different learning preferences so students can benefit from each other's preferences in a group setting.Item Use of concept mapping and Myers-Briggs Type Indicator to promote integrative learning in athletic training and occupational therapy graduate students(2006-05) Meers, Dawndra; Felstehausen, Virginia; Couch, Sue; Pelley, John; Taylor, LesleeEducators are always looking for effective teaching methods to enhance student learning in the classroom. Promoting critical thinking through integrative learning is necessary to allow students to transfer knowledge from the classroom environment to the real world environment. To be an effective educator, it also is important to consider the student's learning styles and the impact of the learning style on teaching instruction. Concept mapping is a teaching technique that has been used in a variety of educational settings to promote integrative learning and can be utilized with different student learning styles. The Myers-Briggs Type Indicator (MBTI®) can be used with students to give educators insight into student preferences with learning. Concept mapping can be used as a teaching method for individual and group instruction. The purpose of this study was to investigate the role concept mapping plays with integrative learning in individual concept mapping versus heterogeneous group concept mapping with Master of Athletic Training (MAT) and Master of Occupational Therapy (MOT) students. This study focused on two main points: (a) differences between individual concept maps and group concept maps; and (b) differences in concept maps between students with the MBTI – "Sensing" preference and the MBTI - "Intuitive" preference. MAT students (n=32) and MOT students (n=59) participated in this study. Students participated in two 50-minute concept mapping sessions. Students were required to complete an individual concept map as a homework assignment. Measurements for each student included an individual concept map score, time to complete the individual map, a group concept map score, a change score from individual to group concept map, and a MBTI. Findings identified a statistically significant difference between change scores from individual concept map scores and group concept map scores, supporting the idea that group work can enhance individual work. Differences between the "Sensing" student and "Intuitive" student maps were not found to be statistically significant. However, a correlation demonstrated that students who took more time on their individual maps had higher scores on their individual maps, regardless of their MBTI. This study and its application of concept mapping have practical implications for educators. Concept mapping can be an effective teaching method to use in the classroom as both an individual and group assignment. It also is optimal to mix students with different learning preferences so students can benefit from each other's preferences in a group setting.