Research on Concept Maps in the Classroom

Article #1
"Using Concept Maps to Show Connections' in Measurement: An Example
From the Australian Curriculum”

Description of Article
“ Using Concept Maps to Show Connections in Measurement: An Example
from the Australian Curriculum” is an article written by Margaret
M a r s h m a n . T h e a r t i c l e d e s c r i b e s a s t u d y t h a t t o o k p l a c e i n a ye a r n i n e
mathematics class in Australia. The purpose of the researc h was to
determine if students could make a connection between different
mathematical concepts using concept maps, and if whether or not students
could better understand various measurements.

Literature Review Summary

The literature that supports th e article comes from the importance of
s t u d e n t s b e i n g a b l e t o t h i n k c r i t i c a l l y, u s i n g t h e i r m e t a - c o g n i t i v e s k i l l s
(Woolfolk & Margetts, 2010, p. 290). Students need to be able to explain
how and why they calculated the mathematical answer they receive whe n
completing various problems, instead of just knowing how to find the
a n s w e r . O n e w a y c r i t i c a l t h i n k i n g c a n b e a c h i e v e d i s t h r o u gh t h e u s e o f
concept maps (Marshman, 2010). Using concept maps will provide students
w i t h t h e o p p o r t u n i t y t o a n a l yz e a n d d i s c u s s t h e i r u n d e r s t a n d i n g.

Analysis of Methodology
W i t h i n t h e s t u d y, s t u d e n t s w e r e r e q u i r e d t o f i r s t i n d i v i d u a l l y e x p l a i n
their solution to a math problem using concept maps, which would ensure
e a c h s t u d e n t h a d c r i t i c a l l y t h o u gh t a b o u t t h e p r o b l e m . T h e n , s t u d e n t s w e r e
placed in a group where they took turns discussing their individual
responses among their group members. Next, the group had to come to a
consensus on a solution and explanation to present to their classmates for
validation.

Results Summary
E v e n t h o u gh m o s t s t u d e n t s w e r e a b l e t o e f f e c t i v e l y c r e a t e c o n c e p t m a p s ,
t h e y s t i l l w e r e n o t a b l e t o m a k e t h e c o n n e c t i o n s t h a t w o u l d gi v e t h e m a
deeper understanding of the math problem. Also, there were other students
who were unwilling to fully engage in the critical thinking process of using
concept maps. This lack of reluctance caused frustration for Marshman,
b e c a u s e s h e c o u l d n ’ t c h a n ge s o m e o f t h e s t u d e n t s ’ t h o u gh t p r o c e s s .

Opinion of Research
M a r s h m a n h a d a gr e a t i n t e n t i o n o f t r yi n g t o t e a c h s t u d e n t s t o t h i n k m o r e
c r i t i c a l l y, b e c a u s e i n t o d a y’ s t i m e m o s t s t a n d a r d i z e d t e s t r e q u i r e t h i s s k i l l
f r o m s t u d e n t s . It w a s j u s t d i s a p p o i n t i n g a l l o f t h e s t u d e n t s d i d n ’ t t a k e
a d v a n t a g e o f t h e o p p o r t u n i t y t h e y w e r e gi v e n . M a yb e s h e s h o u l d h a v e o n l y
u s e d s t u d e n t s w h o w e r e i n t e r e s t e d i n l e a r n i n g h o w t o t h i n k c r i t i c a l l y, o r
used a different subject besides mathematics. However, I think her
methodology was appropriate.

What I Learned
I learned it is important for students to develop a sense of criti cal
thinking using their meta-cognitive skills. Also, I discovered using concept
maps are a great way to teach this skill if a topic of interest is being
presented to students. Students need to be pushed and taught to think
b e yo n d j u s t w h a t i s t h e a n s w e r .

Reference
Marsh man , M . (2 0 1 4). Usin g co n cep t map s to sh o w co n n ectio n s in

measu remen t: An ex amp le fro m th e au stralian

cu r ricu lu m. Au str a lia n Ma th ema tics Tea ch er, 7 0 (4 ), 1 1 -2 0 .

Article #2
“ V i s u a l i z i n g U r b a n F o r e s t r y: U s i n g C o n c e p t M a p s t o A s s e s s S t u d e n t
Performance in a Learning-Centered Classroom”

Description of Article
T h e a r t i c l e , “ V i s u a l i z i n g U r b a n F o r e s t r y: U s i n g C o n c e p t M a p s t o A s s e s s
S t u d e n t P e r f o r m a n c e i n a Le a r n i n g - C e n t e r e d C l a s s r o o m , ” d i s c u s s e s t h e n e e d
f o r c o l l e g e s t u d e n t s t o t a k e m o r e r e s p o n s i b i l i t y f o r t h e i r l e a r n i n g. S t u d e n t s
n e e d t o a c h i e v e a d e e p e r u n d e r s t a n d i n g o f w h a t t h e y a r e b e i n g t a u gh t
i n s t e a d o f j u s t r e m e m b e r i n g t h i n gs f o r a n u p c o m i n g t e s t . O n e w a y f o r
students to obtain this deeper understanding is through the use of concept
m a p s . T h e a r t i c l e w a s w r i t t e n b y J a n R . T h o m p s o n a n d B a r b L. Li c k l i d e r .

Literature Review Summary

The literature that supports the article comes from the research that
commonly used assessments such as, fill in the blanks or multiple -choice
questions do not require students to engage in their own learning (Novak &
C a n a s , 2 0 0 8 ) . T h e s e t yp e s o f a s s e s s m e n t s a r e s i m p l e a n d d o n o t r e q u i r e
students to do much thinking. However, with the use of concept maps,
s t u d e n t s a r e a b l e t o v i s u a l l y d e m o n s t r a t e w h a t t h e y h a v e l e a r n e d ( H ye r l e ,
1996). With the use of concept maps, students must arrange their major
ideas and details in order and make connections.

Analysis of Methodology
In t h i s s t u d y, a n u r b a n f o r e s t r y c o u r s e h a s a n e n r o l l m e n t o f b e t w e e n
nine and thirty undergraduate students. The course’s instruction has been
r e v a m p e d t o f o c u s o n c o l l a b o r a t i v e l e a r n i n g . T h r o u gh o u t t h e c o u r s e ,
s t u d e n t s a r e gi v e n f o r m a t i v e a s s e s s m e n t s , c o n s i s t i n g o f f e e d b a c k t h a t i s n o t
l i n k e d t o a g r a d e . P r i o r t o 2 0 0 4 , s t u d e n t 's s u m m a t i v e a s s e s s m e n t s i n c l u d e d
two midterm exams, lab reports, written and oral presentations for a
s e m e s t e r l o n g t e a m p r o j e c t , a n d a f i n a l e x a m e s s a y. N o w , s t u d e n t s ’ f i n a l
exam consists of the development of a concept map, which they are
a s s i g n e d a t t h e b e gi n n i n g o f t h e s e m e s t e r , a l o n g w i t h a r u b r i c . S t u d e n t s a r e
now responsible for documenting their learning. As their knowledge
develops, students build their maps to fit an 11 by 18 inch or smaller sheet
of paper, along with a one page outline d escribing the process of
constructing the map and its details. Throughout the semester, students are
provided several opportunities to practice developing various concept maps
as a whole class.
R e s u l t s S u mma r y
Some students did a great job of interc onnecting their topics and details
o f t h i n gs t h e y h a d l e a r n e d . W h i l e o t h e r s l a c k e d t h e s k i l l s t o c o m p l e t e t h i s
task successfully and their concept maps and narratives were both unclear.
After completing the concept maps for their final exams, students note d
they were no longer worried about if whether or not they had studied the
r i gh t m a t e r i a l , b e c a u s e t h e r e w a s n o t e s t t h a t h a d t o b e t a k e n . A l s o , t h e y
w e r e gr a t e f u l f o r h a v i n g t h e r u b r i c a s a gu i d e i n c o n s t r u c t i n g t h e i r c o n c e p t
maps, as well as, revising th em.

Opinion of Research
T h e r e s e a r c h e x e m p l i f i e d h o w c h a n gi n g s t u d e n t s ’ f r a m e o f m i n d c a n
b r i n g s o m u c h m o r e o u t o f t h e m . T h e s t u d y d i d a go o d j o b o f m a k i n g
students think critically by forcing them to connect and organize their
t h o u gh t s . I w i s h t h e a r t i c l e g a v e a s p e c i f i c n u m b e r o f s t u d e n t s w h o
m a s t e r e d c r e a t i n g t h e c o n c e p t m a p s c o r r e c t l y a l i gn e d t o t h e r u b r i c
guidelines. Otherwise, I feel as though the research did a good job of
p r o v i d i n g e v i d e n c e t h a t t h e u s e o f c o n c e p t m a p s c o n s t i t u t e s a h i gh e r o r d e r
of thinking.

What I Learned
After reading this article, I learned that it can be a good thing to change
the delivery of instruction after so long. By the urban forestry course
c h a n gi n g t h e i r s u m m a t i v e a s s e s s m e n t , t h i s a l l o w e d s t u d e n t s t o t a k e
ownership of their learning instead of just remembering facts for a test and
then doing nothing else with those facts. I also learned that concept maps
a l l o w s t u d e n t s t o t h i n k d e e p e r t h r o u g h v i s u a l d i s p l a y.

Reference
T h o m p s o n , J . R . , & Li c k l i d e r , B . L. ( 2 0 1 1 ) . V i s u a l i z i n g

u r b a n f o r e s t r y: U s i n g c o n c e p t m a p s t o a s s e s s s t u d e n t

performance in a learning -centered classroom. Journal

o f F o r e s t r y, 1 0 9 ( 7 ) , 4 0 2 - 4 0 8 .
Article #3
“A Randomized Pilot Study of the Use of Concept Maps to Enhance
P r o b l e m - b a s e d Le a r n i n g A m o n g F i r s t Y e a r M e d i c a l S t u d e n t s ”

Description of Article
In , “ A R a n d o m i z e d P i l o t S t u d y o f t h e U s e o f C o n c e p t M a p s t o E n h a n c e
P r o b l e m - b a s e d Le a r n i n g A m o n g F i r s t Y e a r M e d i c a l S t u d e n t s , ” a s t u d y w a s
completed on the effectiveness of concept maps. The article was written by
C a r o l i n a V e r o n e s e , J e r e m y B . R i c h a r d s , Lu i s e P e r n a r , A m y M . S u l l i v a n ,
and Richard M. Schwartzstein and discusses how concept maps can assist
medical students with connecting prior and new knowledge. Also, it
describes how concept maps can promote critical thinking and identify
weaknesses students may have.

Literature Review Summary

Because problem-based learning has become a major part of the
c u r r i c u l u m i n m e d i c a l s c h o o l s , s t r u g gl i n g s t u d e n t s n e e d a n e w w a y t o m e e t
t h e t h r e e go a l s t h a t i t c o n s i s t s o f . A c c o r d i n g t o ( B e l l a n d e t a l . , 2 0 0 9 ) , t h o s e
three goals include promoting deep content learning and problem -solving
s k i l l s , a s w e l l a s , d e t e r m i n i n g r e l e v a n t s o u r c e s t o a n a l yz e i s s u e s . T h e r e f o r e ,
research was performed to study the ef fectiveness of medical and dental
s t u d e n t s i n a f i r s t - y e a r p h ys i o l o g y c o u r s e u s i n g c o n c e p t m a p s t o a s s i s t w i t h
meeting the above goals.

Analysis of Methodology
A m i x e d m e t h o d s a p p r o a c h w a s u s e d f o r t h e s t u d y. O n e h u n d r e d a n d
s e v e n t y- t w o m e m b e r s o f t h e 2 0 1 4 H a r v a r d m e d i c a l a n d d e n t a l f r e s h m a n
c l a s s t o o k p a r t i n t h e s t u d y, a s w e l l a s , s o m e s m a l l gr o u p i n s t r u c t o r s . E a c h
s t u d e n t w a s r a n d o m l y a s s i gn e d t o 1 o f 2 0 t u t o r i a l g r o u p s . E a c h g r o u p
consisted of about 8-9 students. Tutors were asked if whether or no t they
wanted to use concept maps in their groups. Then the tutors were randomly
assigned to groups that would use concept maps and those that wouldn’t.
However, each tutor received the same faculty development on concept
maps. Student participants also ha d some exposure to concept maps
r e g a r d l e s s o f t h e i r g r o u p a s s i gn m e n t .

Results Summary
A f t e r go i n g t h r o u gh t h e t u t o r i a l s w i t h a n d w i t h o u t t h e c o n c e p t m a p s ,
s t u d e n t s w e r e a s k e d t o gi v e t h e i r p e r s p e c t i v e s o n t h e e f f e c t i v e n e s s o f
concept maps and an expl anation of whether or not they would continue to
u s e t h e m t h r o u gh a n e n d o f c o u r s e s u r v e y. A s a r e s u l t , 7 1 % o f s t u d e n t s
r e s p o n d e d t o t h e s u r v e y, w i t h 5 2 % n o t i n g i t w a s t h e i r f i r s t e x p e r i e n c e w i t h
using concept maps. Most of the students reported that conce pt maps were
j u s t a b o u t a l w a ys h e l p f u l i n t h e i r l e a r n i n g, w i t h a d i g r e s s i o n o f o n l y 1 6 % .
Sixty percent of the students said that concept maps assisted them with
thinking critically and 82.6% said they would use them in future courses.
T u t o r s f o r t h e gr o u p s n o t e d t h a t t h e u s e o f c o n c e p t m a p s e n h a n c e d s t u d e n t s ’
c r i t i c a l t h i n k i n g b y m a k i n g t h e m e x p l o r e v a r i o u s h yp o t h e s e s f i r s t , r a t h e r
t h a n t r yi n g t o d e c i d e o n a q u i c k s o l u t i o n . T h e y a l s o r e p o r t e d c o n c e p t m a p s
brought more structure to the tutorial sessions, all owing students to focus
more while they observed their responses. The only con of using concept
maps noted by tutors was the overwhelming amount of time needed to
develop them.

Opinion of Research
The researchers did a very thorough job of examining the effectiveness
of concept maps in the classroom. Providing students some exposure to
concept maps allowed all of the them the opportunity to decide if they were
comfortable using them or not. Splitting students up into tutorial groups
using and not usin g concept maps allowed some students, who may not
have preferred using them before, to have further practice, which may have
changed their perspective. Overall, students and tutors seemed to enjoy the
use of concept maps.

What I Learned
I l e a r n e d t h a t e v e r yo n e h a s t h e i r o w n i n d i v i d u a l p e r s p e c t i v e s o f t h i n gs .
H o w e v e r , w h e n s o m e t h i n g i s e f f e c t i v e a n d o f go o d u s e , p e o p l e w i l l s e e t h e
v a l u e a n d c o n v e r t t o u s i n g i t . E v e n t h o u gh s o m e o f t h e s t u d e n t p a r t i c i p a n t s
had never used concept maps and wasn’t too th rilled with having to use
t h e m . T h e y h a d a c h a n g e o f h e a r t a f t e r t h e s t u d y.

Reference
Veronese, C., Richards, J. B., Pernar, L., Sullivan, A. M., &

Schwartzstein, R. M. (2013). A randomized pilot study of

the use of concept maps to enhance problem -based

l e a r n i n g a m o n g f i r s t - ye a r m e d i c a l s t u d e n t s . M e d i c a l

Teacher, 35(9), 1478-1484.

doi:10.3109/0142159X.2013.785628