Pedagogical knowledge representation through concept mapping as a study and collaboration tool in teacher education

Abstract

This study explored (a) pre-service teachers' perceptions of using concept mapping (CM) in one of their pedagogical courses, (b) the predictive power of such implementation in course achievement, and (c) the role of prior experience with CM, type of mapping, and gender on their perceptions and performances in CM and achievement. The subjects were 89 pre-service teachers majoring in technical education in Turkey. Each participant developed five concept maps and shared them with classmates. The data sources included assessments of concept maps, midterm exam scores, and student feedback questionnaires. Overall, participants had positive perceptions about CM. They indicated that CM helped them prepare for class lessons and examinations, understand complex issues, and reflect on their (mis)understandings. CM significantly predicted course achievement. Gender, prior experience with CM, and type of mapping were found to be insignificant factors in their perceptions and performances in CM and in the prediction of achievement.

Study Effect of Apply Concept Map on Students’ Perception to Antenatal Unit

“…As well as, the same finding on positive effect of concept mapping on learning was in line with some previous studies such as Van Bon-Martens et al, (2014), Gul and Boman (2006) and Aghakhani et al,(2015), Harrison and Gibbons (2013), and Koc, M. (2012)showed that concept mapping would be effective if appropriately implemented. Therefore, concepts learned via this way can remain for a long-term and increase learning significantly.…”

Enhancing learning outcomes through new e-textbooks: A desirable combination of presentation methods and concept maps

“…The schematic diagram corresponds to the concepts, propositions, cross-links, and hierarchical relationships of a knowledge framework, so individual concepts as well as their relationships within a specific topic are visualised and presented holistically (Elorriaga et al, 2011;Koc, 2012). In this way, learners are enabled to organise their knowledge and learning experiences, in addition to integrating learning materials (Hwang et al, 2011).…”

“…Like advance organisers, concept maps are provided for learners as learning scaffolds (Elorriaga et al, 2011;Koc, 2012). Concept maps guide learners to select, organise, and integrate new information during cognitive processing.…”

Competency-based Education Applied in a Business Course

“…The concept of competence is connected to a superior performance of a person before a situation, without confusing it with capability or just skill and knowledge, but a sum and integration of both [9]. Competences are repertoire of behaviors that some people master more than others and make them effective in a given situation [8]. A competent person is someone who: (a) possesses certain knowledge, skills and attitudes (KSA) which she or he can use (b) performs specified tasks to (c) a standard of performance expected in (d) a specified workplace under (e) conditions of uncertainty and change [6].…”