Concept Mapping: Benefits and Challenges in Higher Education

TL;DR: In this paper, the authors describe the development and implementation of a Grade 1-2 audio tutorial science instructional sequence, and the subsequent tracing over 12 years, of the children's conceptual understandings in science compared to a matched control group.

TL;DR: In this article , a meta-analysis investigates the effectiveness of the concept mapping method compared with the traditional teaching method for the improvement of critical thinking ability and disposition outcomes, concluding that concept mapping is more effective than traditional teaching methods at post-test for improving critical thinking abilities and disposition.

TL;DR: In this paper, a problem-based learning using digital concept mapping in an online course was evaluated to evaluate the set of connections between this intervention and health management students' self-regulation of learning.

TL;DR: In this paper, a semi-automatic concept mapping approach is adopted to help teachers create concept maps from English readings. But the difference between teacher's and students' concept maps depicts the gap between teachers' expected understanding and students's actual understanding.

TL;DR: In this article, a general hierarchical path model is proposed in which action-control belief variables are seen as having both direct and indirect effects on students' attitude to writing a thesis.

TL;DR: In this article, the authors focus on dialogical concept mapping and how it can be developed in order to be a useful technology tool for web-based instruction, and the most significant potential of this concept is that it helps teacher examine their students' learning process.

TL;DR: In this paper, a Solomon four-group design was used to assess the efficacy of concept mapping as a technique for facilitating critical thinking by approximately 242 students enrolled in four sections of an introductory psychology course at a four-year mid-Atlantic university.

TL;DR: Through concept mapping, students should be able to transfer applied didactic objectives from the classroom to the clinical practice, where critical thinking and problem solving skills are needed for success.