Concept mapping: a strategy for meaningful learning in medical microbiology

2008

In scientific research there is often the need to increase the organization of data and to optimize communication of results either in a conference or as a scientific article. Researchers should be able to externalize their critical thinking, their problem solving skills and their ability to interconnect knowledge. Concept maps are pedagogical tools that help researchers to structure their practical ideas and results in useful ways. Concept mapping were used extensively to communicate and clarify ideas, help researchers see the relationships and the organization among concepts, solve problems, and support the design of their work. In this study, concept maps were used as a research tool by a team of research scientists. Our intent is to provide a rationale and explain the practical approach underlying our use of concept maps. A distinctive aspect of our use of maps is that rather than being only a tool for clarifying the ideas and results obtained, concept maps are tools that resear...

2014

Abstract. This paper presents the results of an applied research experience conducted with a group of undergraduate students in Biological Sciences at the Teaching Practice discipline. The research aimed to surpass pedagogical deficiencies, making use of the concept maps technique, through which it was possible to externalize and share meanings that arise from the reading of supporting texts. The concept maps were discussed, in this paper, through the literal translation of meanings. The results evidenced improvement in the ability of discussing ideas, in group working and in the rebuilding of knowledge. 1

Instructional Science, 1991

This paper describes the use of concept mapping for didactic purposes in higher education at

2014

Abstract. Constructing Concept Maps (CMaps) allows students opportunities to: (i) create “meaning ” (Novak 1998) about a concept; (ii) invest in their own personalized knowledge of a topic or reading, and (iii) develop team-building skills when working collaboratively (as they do in my classes). When these opportunities are provided in an iterative manner, students are exposed to an empowering learning experience. The objectives of this paper are two-fold: (i) to describe my two learner-centered upper-level undergraduate biology courses in which CMaps are the primary organizing structure of the courses, and (ii) to assess the efficacy of my CMaps courses using three different assessment tools (thereby providing triangulation of assessment). In my two CMaps courses, students collaboratively construct a CMap, an accompanying written summary page, and a reference page for each major theme covered in the course based on readings from the textbook and scientific literature. I serve as a ...

2008

Constructing Concept Maps (CMaps) allows students opportunities to: (i) create “meaning” (Novak 1998) about a concept; (ii) invest in their own personalized knowledge of a topic or reading, and (iii) develop team-building skills when working collaboratively (as they do in my classes). When these opportunities are provided in an iterative manner, students are exposed to an empowering learning experience. The objectives of this paper are two-fold: (i) to describe my two learner-centered upper-level undergraduate biology courses in which CMaps are the primary organizing structure of the courses, and (ii) to assess the efficacy of my CMaps courses using three different assessment tools (thereby providing triangulation of assessment). In my two CMaps courses, students collaboratively construct a CMap, an accompanying written summary page, and a reference page for each major theme covered in the course based on readings from the textbook and scientific literature. I serve as a facilitator...

Journal of Education Technology in Health Sciences

Introduction: Concept mapping is an innovative approach that helps the learner to organize knowledge for a better mental picture. Students should be lifelong meaningful learners to adapt to the rapid changing science and apply it in practicing medicine. The concept map may be regarded as an image displaying detailed study of a case or problem through various concepts and by linking them with the key words which enables the learners to do a cognitive analysis. This way of approaching basic science subjects in medical education will definitely improve the meaningful learning (Asubel, 1968). The objective of this study was to introduce concept map as a mode of learning involving various important topics of basic medical sciences subjects and evaluate its usefulness and acceptability among students in improving their understanding of the given topics. Materials and Methods: Participants are first year MBBS students (n=250) from Sri Ramachandra Medical college and Research Institute; they were divided into small groups of 20-22. Students were evaluated with pretest and post-test performance along with a feedback which were collected and evaluated at the end of the project. Result: Students subjected to this newer learning method showed a highly significant positive result (p<0.001). Conclusion: The introduction of concept-mapping in learning methodology resulted in better understanding of a topic and correlation between all basic courses by the students. It also helps in learning through vertical integration between basic and clinical sciences.

Journal of advances in medical education & professionalism, 2022

Introduction: Concept maps are graphical representations of knowledge that connect concepts, ideas, and relationships. The present study aims at assessing the perception of medical students in utilization of concept maps as a tool to foster their lifelong learning skills in immunology. Methods: The current study was approved by Institutional Ethics and Review Committee. Third-year undergraduate (MD3) medical students of the academic year 2021-22 were sensitized about the concept map study and included after obtaining their informed consent. The students worked in teams to find answers and link the different words or phrases of the concept maps. At the end of the immunology course, students’ perception on concept map-based learning strategy was assessed. A pre-designed, selfadministered questionnaire, pre-validated by subject experts for relevance and feasibility, was used for the study. The questionnaire included some quantitative questions assessed by using 3-point Likert Scale and an open-ended question to receive students’ comments on concept map-based learning strategy. The responses were collected and analyzed using SPSS version 22. Descriptive statistics was used for the quantitative variables, tabulated as numbers and percentages while the qualitative data was analyzed by thematic analysis. The quantitative data results were prioritized but supported by students’ comments on open ended question. Results: Out of 133 eligible participants, 109 students who volunteered and completed the study were included. Majority of our participants (>80%) welcomed the concept map-based learning strategy. Almost 4 out of 5 expressed that concept maps are interesting and enjoyable, encourage active participation, peer discussion, and enhance critical thinking and problem-solving skills. More than 80% of the students agreed that concept maps promoted deep understanding of the topic and lifelong learning. Nearly 3 out of 4 students suggested including concept maps in many immunology topics in future. Majority of students penned down positive comments indicating concept map tool facilitates metacognitive skills. Conclusion: From the study, it can be concluded that concept maps are effective active learning strategies to improve the metacognitive domain of medical students in immunology course, thus assisting them to become better lifelong learners.

International Journal of Science and Mathematics Education, 2006

Introductory tertiary level science classes (i.e., at the university or postcompulsory school level) including those for biology face increasing diversity in intake. Previous research has indicated university level teachers assume a certain level of prior knowledge which may or may not be possessed by such students. This report focuses on the use of concept mapping in introductory biology tutorial classes. The research findings suggest that the students found the use of concept mapping enjoyable and that it can enhance meaningful learning for topics that require students to link concepts.

2014

Abstract. The science topic of human body systems is important for students academically and for understanding and maintaining a healthy lifestyle. Teaching middle school students about the digestive and excretory system can be a challenge for a teacher when she/he wants to overcome rote learning of facts without a deeper understanding. It is suggested (e.g Ulerick, 2000) to use and learn some alternative ways from textbooks. Graphic strategies, such as concept mapping and related techniques, can assist students in visualizing how key ideas are related to each other. This paper examined the research question: how concept mapping as an assessment tool can improve the instructional practices and can be used for identifying middle school students &apos; misunderstandings about the human digestive and excretory system. For assessment the topics of human digestive and excretory system construction of concept maps was used. An analysis of the 29 concept maps created by the 9th grade stude...

Journal of Engineering Education, 2003

As part of a concerted effort to improve Biomedical Engineering (BME) education, the Vanderbilt-Northwestern-Texas-Harvard/MIT Engineering Research Center (VaNTH ERC) is investigating alternative methods for assessing students' conceptual knowledge, and integrating an array of diverse competencies into the curriculum. One potentially useful tool for achieving these goals is concept mapping or the spatial representation of concepts and their interrelationships. This paper describes three studies investigating this potential. In Study One, three groups (i.e., BME undergraduates, graduate students and faculty) constructed concept maps in response to the question, "What are the 10-20 most important concepts in BME?" Group differences were consistent with expert-novice distinctions in structural knowledge. Faculty generated dense networks of higher-order principles (e.g., "the synthesis of engineering and medicine") and their applications (e.g., "interdisciplinary communication") while students generated fewer connections among concepts pertaining largely to domain content (e.g., "biotechnology," "physiology"). Study 2 conducted longitudinal and cross-sectional examinations of the development of expertise. Undergraduates in a yearlong design course responded at two different time points to the question, "What is your current conceptual understanding of what is involved in the BME design process?" Analyses revealed that, relative to maps constructed at the beginning of the course, end of the semester maps used more precise vocabulary, were more coherently constructed, and contained a greater number of connections among concepts. Student maps were also compared to a criterion map created by the course instructor. Study Three will investigate concept mapping as a form of instruction. Learning outcomes of students receiving traditional (i.e., taxonomy-driven presentation of concepts) and innovative (i.e., use of concept mapping as an advance organizer) instruction are being compared. Findings are discussed in terms of their implications for the role of concept mapping as a form of student assessment and instruction, and ultimately, a means to promoting lifelong learning.