NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ964619
Record Type: Journal
Publication Date: 2011-Sep
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0047-231X
How Not to Lose Your Students with Concept Maps
Bentley, Francoise Judith Benay; Kennedy, Sarah; Semsar, Katharine
Journal of College Science Teaching, v41 n1 p61-68 Sep 2011
Four physiology courses participating in a science education program used concept maps for the first time. At the conclusion of the term, students responded to an end-of-term survey about the activity. Following varied results, we sought to identify factors that students indicated are important for the acceptance of the technique. To encourage high student value of concept map exercises, instructors should consider achieving the following: (1) designing exercises to meet educational goals, (2) providing timely feedback by instructor and peers, and (3) clearly aligning exams/assessments with the concept map exercise. Following these three principles, students will not only value but will also see the connection between the concept map exercise and the course assessments. (Contains 3 tables and 2 figures.)
National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A