A concept map is a graphical tool to activate and elaborate on prior knowledge, to support problem solving, promote conceptual thinking and understanding, and to organize and memorize knowledge. The aim of this study is to determine if the use of concept mapping (CM) in a problem-based learning (PBL) curriculum enhances the PBL process. The paper reports on two studies. The first study was conducted with four PBL groups, with two groups using concept mapping. In the second study, three of seven groups were assigned to use concept mapping. All PBL groups were audio-and videotaped. Results show that concept mapping did not lead to more or better matching learning goals. Neither did it affect the time spent on step 4 of the seven-step method. When evaluating the PBL session, students working with concept mapping were more satisfied with the execution of step 4, the decision-making process, and the communication within the group. Though indications exist that concept mapping might be a useful tool to enhance the process of PBL, further research is needed, controlling for the impact of the quality of the problems and the tutor interventions.
Tasks and problems in problem-based learning (PBL) are supposed to trigger and structure the learning process. The quality of problems in PBL is generally regarded as an important driver of the individual and collaborative learning processes. Although the importance of the PBL task is widely recognized, there is a lack of empirical findings and guidelines for the construction and evaluation of the tasks. The main goal of this study is to develop a valid and useful checklist for the construction and evaluation of PBL tasks. A checklist with critical characteristics of tasks will serve two purposes: it will support instructional designers in creating and constructing appropriate tasks, and it will provide a tool that can be applied to the evaluation of PBL tasks. Data for the study were gathered from a sample of undergraduate students and instructors on a hospitality management programme. Participants filled out a questionnaire with 94 importance and performance statements covering nine characteristics of PBL tasks. The results show that an instrument with 44 items and six factors seems to cover the key characteristics of PBL tasks.
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