Concept Mapping as a Window into Student Understanding Biology Scholars Program SoTL Institute July, 2010 William Cliff Department of Biology Niagara University.

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Concept Mapping as a Window into Student Understanding Biology Scholars Program SoTL Institute July, 2010 William Cliff Department of Biology Niagara University

Types of Conceptual Learning Meaningful Learning −New concepts are linked to existing knowledge in a highly integrated framework of ideas Rote Learning −New concepts are minimally linked to existing knowledge and are stored in an arbitrary, verbatim and nonsubstantive fashion From: Mintzes J. Concept Mapping in College Science. Mintzes J and Leonard W, eds. Handbook of College Science Teaching. NSTA Press, 2006.

A 2D node-link-node diagram that depicts the most important concepts and propositions in a knowledge domain A network of propositions where related concepts are interlinked by labeled lines What is a Concept Map?

Concept Map of Concept Mapping Modified from: Novak JD & Canas AJ (2006) http//cmap.ihmc.us/Publications/Research Papers/TheoryUnderlyingConceptMaps.pdf

Concept Maps as Measuring Tools Task Student Response Format Scoring System

Mapping Tasks Fill-in skeleton map −Fill-in nodes (concepts) −Fill-in links (verbs) −Selected or free response Self generated −Concepts provided −De novo

Example of Mapping Task Fill-in Nodes What are the cardiovascular factors that determine mean arterial pressure (MAP)? MAP

Example of Mapping Task Fill-in Links

Self Generated Mapping Exercise

Self Generated Map

How can Concept Maps be Evaluated or Scored? Holistically or qualitatively Quantitatively by scoring rubrics −Structural Complexity −Content Validity Comparison with expert maps

Scoring Concept Maps

Structural Scoring Method McClure, JR et al. J. Res. Sci. Teach. 36:475, 1999 First level of Hierarchy Second level of Hierarchy Propositionsscore1 x 8 = 8 Hierarchies score5 x 2 = 10 Cross-links score10 x 1 = 10 Examples score1 x 2 = 2 Total = 30

Concept Map of Concept Mapping Modified from: Novak JD & Canas AJ (2006) http//cmap.ihmc.us/Publications/Research Papers/TheoryUnderlyingConceptMaps.pdf

Structural Scoring Rubric McClure, JR et al. J. Res. Sci. Teach. 36:475, 1999 Propositionsscore1 Hierarchies score5 Cross-links score10 Examples score1

Concept Map of Concept Mapping Modified from: Novak JD & Canas AJ (2006) http//cmap.ihmc.us/Publications/Research Papers/TheoryUnderlyingConceptMaps.pdf 1 st Level 2 nd Level 3 rd Level Crosslink Example Crosslink Propositionsscore1 x 14 = 14 Hierarchies score5 x 3 = 15 Cross-links score10 x 3 = 30 Examples score1 x 2 = 2 Total = 61

Relational Scoring Method West, DC et al. Med. Educ. 36:820, 2002

Valid relationscore1 x 0 = 0 Correct relation score2 x 1 = 2 Peripheral relationscore1 x 2 = 2 Core relation score23 x 3 = 69 Total = 74 90% Total relationscore27 x 3 = 81

Assessment Exercise

Example of Expert Map from Silverthorn D. Human Physiology. An Integrated Approach. 2007

Expert Criterion Map

Student Maps

Cliff, W. Using concept mapping to assess understanding of cardiovascular physiology. FASEB J. 18:300.6, Causal Links between Cardiovascular Parameters on Student Concept Maps. N= 71 maps

Summary and Conclusions

Advantages of Concept Mapping for Assessing Student Learning Makes visible the complex structure of student’s declarative knowledge Uncovers student misunderstandings Reveals student conceptual change

Recommendations Student Training Task Selection Scoring Analysis

Further Resources M. Zeilik. Concept Mapping. [online] J. Mintzes and W. Leonard, eds. Handbook of College Science Teaching. NSTA Press, M. Ruiz-Primo and R. Shavelson. Problems and Issues in the Use of Concept Maps in Science Assessment. J. Res. Sci. Teaching. 33: , J. Nesbit and O. Adesope. Learning with Concept and Knowledge Maps: A Meta-Analysis. Rev. Edu. Res. 76: , 2006.