Collaborative Concept Maps: A Voice for All Science Learners

Sadler, Kim Cleary; Stevens, Samantha J.; Willingham, James C.

doi:10.2505/4/ss15_038_09_38

Cited by 6 publications

(3 citation statements)

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“…In a concept map, each word or phrase is connected to another and linked back to the original idea, word, or phrase. Concept mapping is considered a valuable active teaching method because it prompts learners to make connections and establish relationships between new concepts and prior schema (McMillan, ; Pottier et al, ; Sadler et al, ). Learners use graphic representations to depict their understanding of the meaning of a set of concepts, to organize and represent knowledge, to summarize and analyze their ideas, and to visualize their thinking (Lee et al, ).…”

Section: Introductionmentioning

confidence: 99%

Impact of a concept map teaching approach on nursing students’ critical thinking skills

Kaddoura

VanDyke²,

Yang

2016

Nursing & Health Sciences

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Nurses confront complex problems and decisions that require critical thinking in order to identify patient needs and implement best practices. An active strategy for teaching students the skills to think critically is the concept map. This study explores the development of critical thinking among nursing students in a required pathophysiology and pharmacology course during the first year of a Bachelor of Science in Nursing in response to concept mapping as an interventional strategy, using the Health Education Systems, Incorporated critical thinking test. A two-group experimental study with a pretest and posttest design was used. Participants were randomly divided into a control group (n = 42) taught by traditional didactic lecturing alone, and an intervention group (n = 41), taught by traditional didactic lecturing with concept mapping. Students in the concept mapping group performed much better on the Health Education Systems, Incorporated than students in the control group. It is recommended that deans, program directors, and nursing faculties evaluate their curricula to integrate concept map teaching strategies in courses in order to develop critical thinking abilities in their students.

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Section: Introductionmentioning

confidence: 99%

Impact of a concept map teaching approach on nursing students’ critical thinking skills

Kaddoura

VanDyke²,

Yang

2016

Nursing & Health Sciences

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“…Case based concept map could be recommended as an effective learning method, especially for increasing understanding of challenging lessons or materials. Concept mapping is considered a valuable active teaching method because it encourages learners to make connections and build relationships between new concepts and previous schemata (Sadler, Stevens and Willingham, 2015). This learning methods provided more meaningful learning for the students.…”

Section: Discussionmentioning

confidence: 99%

The effectiveness of case-based concept map to improve pathophysiology knowledge and critical thinking among first-year nursing students: a quasi-experimental study

Pratiwi,

Nani,

Saryono

et al. 2024

J. Ners

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Introduction: Improving pathophysiology knowledge and critical thinking skills of nursing students remains as a challenge faced by nursing educators. Thus, an innovative learning method is required. Concept map by adding cases might assist increasing students’ pathophysiology knowledge and critical thinking skills. Methods: A quasi-experimental study with pre- and post-test with control group design involved 104 first-year nursing students of Universitas Jenderal Soedirman, Purwokerto, Central Java in April-June 2023. Participants were divided into two classes at the beginning of the first semester and randomly allocated into the intervention (54 respondents) and the control (50 respondents) group. The intervention group was provided typical learning added with a case-based concept map development weekly for 7 weeks, while the control group underwent regular lectures based on the syllabus. Pathophysiology knowledge was measured by using Multiple Choice Questions, while critical thinking was evaluated by using the Critical Thinking Disposition Inventory questionnaire. Independent-t test and paired test were applied to evaluate the effectiveness of implementing the case-based concept map. Results: The mean score for knowledge the pathophysiology of the disease in the intervention group was significantly higher than the those in the control group (t=5.24, p=0.000). However, there was no difference in the average scores of critical thinking between two groups discovered in the study (t=0.90, p=0.37). Conclusions: Case-based concept map can be recommended as an innovative and effective learning method for teaching disease pathophysiology to nursing students. However, the case-based concept map in this study is still not consistent in improving students' critical thinking skills.

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“…Concept maps are usually arranged hierarchically, with the fundamental concepts at the top and the details described below (Eppler, 2006). Using individual concept map and a collaborative concept map created space which helped NLs connect their knowledge and establish relationships (Sadler, Stevens and Willingham, 2015). This approach provided a better understanding of compassionate care from an individual and relational perspective.…”

Section: Concept Mapsmentioning

confidence: 99%

A visual ethnographic study on nurse lecturers' enactment of compassionate care within the adult pre-registration nursing curriculum

Drummond

2023

Nurse Education Today

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Collaborative Concept Maps: A Voice for All Science Learners

Cited by 6 publications

References 0 publications

Impact of a concept map teaching approach on nursing students’ critical thinking skills

Impact of a concept map teaching approach on nursing students’ critical thinking skills

The effectiveness of case-based concept map to improve pathophysiology knowledge and critical thinking among first-year nursing students: a quasi-experimental study

A visual ethnographic study on nurse lecturers' enactment of compassionate care within the adult pre-registration nursing curriculum

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