Using concept maps for information conceptualization and schematization in technical reading and writing courses: A case study for computer science majors in Japan

Abstract

In this article, we argue for the importance of using concept maps in an advanced technical reading class offered for computer science students. This article presents a strong argument that use of concept maps should be inte grated effectively with traditional document conceptualization and production techniques. Assignments based on designing concept maps in a technical reading classroom should address the use of knowledge models like concept maps and should be integrated effectively with technical writing assignments. This study reports that readers think concept maps and the associated software a re effective tools for comprehending technical details , and they prefer to use various strategies (when they are part of the class design) to dissect the technical text to be used in concept maps. Readers' self -reports also suggested that readers used concept maps for a variety of reasons.

Concept Maps for Teaching, Learning, and Assessment in Electronics

“…The papers [6,7] have observed the methods to affect the knowledge acquisition using such objects like headings, titles, overviews, previews, typographical cues, summaries, number signs, recall sentences, summary indicators, and indicators of importance. All kinds of such objects produce better information storing; nevertheless, memory for "unsignaled" data is often unaffected.…”

Work in Progress: Evaluation of the Concept Mapping in a Student-Centered Biomaterials Course

“…A traditional scoring method 7 is used in this pilot study to score the students' concept maps, as done in previous concept map studies 2,6,7 . First, each map receives one point for each proposition, each circled concept on the map.…”

“…It requires students, either individually or part of a team, to create an intellectual framework that shows major ideas and emphasizes their interrelatedness [1][2][3][4][5][6][7] . More specifically, concept maps enable students to internalize the information they have learned, identify the key concepts, and document relationships between these key concepts by drawing physical connections between them 1, 2, 5 .…”

“…Concept maps encourage students to be conscious of their learning style 2,7 and to determine which aspects of the material are difficult for them [1][2][3] . Further, concept mapping has shown to be effective in increasing student engagement and learning in many studies 1,2,3,6 as well as lead to more efficient use of classroom time by more clearly understanding topics students need to be clarified 7 . This work evaluates various facets of evidence-based concept mapping in a junior-level Biomaterials course.…”

“…As demonstrated by others [1][2][3][4]6 , by using concept maps as a learning strategy, instructors are giving students the opportunity to improve their critical thinking skills, to visualize the complex relationships between concepts, and to personalize their learning; however, further research is need to prove the benefits of concept mapping 6,7 , especially in the Biomaterials setting.…”