Using concept maps to structure a small-scale literature review: an approach to research-based learning in pre-service teacher education

Abstract

Research-based learning (RBL) is a useful tool for combining theory and practice in teacher education. However, pre-service teachers struggle with the idea of teacher as researcher. One popular (meta)methodology considered in educational research (and that is well suited to school research) is design-based research (DBR). Incorporating this approach into RBL as a method for developing teaching innovation in schools could be one way to include RBL in teacher education and place pre-service teachers in the position of teacher as researcher. This study explores the potential of using digital concept maps to support the conceptualization phase (during the literature review) of an RBL process based on DBR in a pre-service teacher-education course prior to the design of a teaching innovation strategy for schools. Quantitative and qualitative data were obtained from a questionnaire administered to pre-service teachers and from the semantic evaluation of the concept maps of these teachers. Our results show an overall consensus among pre-service teachers that concept maps are useful for structuring small-scale literature reviews. Pre-service teachers also believe there is a strong possibility that they will use concept maps when they become teachers. We use our findings to make recommendations for university lecturers to use digital concept maps to design RBL activities based on literature reviews and with emphasis on teacher education.

Implementation, Outcomes, and Effectiveness of Research-Based Learning: A Systematic Literature Review

“…Suyatman et al (2021) stated that RBL could effectively improve analytical thinking skills with an indicator of effectiveness, one of which is that students have mastered the concept of knowledge presented in learning. This is contrary to what Marín (2021) previously stated. Suyatman et al (2021) launched RBL activities to train students to be able to do differentiating, classifying, and attributing which was then packaged into a single unit of ability called analytical thinking.…”

“…What happens a lot is trying to carry out learning using research methods, as done by Al-Maktoumi et al In addition, studies on the development of RBL to find a suitable formula related to implementation in learning have also been carried out, such as research from Worapun (2021) to produce management learning based on RBL principles; Usmeldi (2017) The integration of RBL in learning has also been carried out by several researchers. Like Nuchwana (2012), McGill et al (2012, Brennan et al (2019), Rattanaprom (2019), Behrmann (2019), Westwell and Ingle (2020), Helgøy et al (2022), Marín (2021), Marín (2020), Kırıcı and Bakırcı (2021), Espinoza-Figueroa et al (2021). The integration of RBL almost resembles the results of RBL research as a method.…”

“…While the integration still allows some adjustments so that the RBL does not become a complete RBL, it can turn into another framework even though in character it does not lose its authenticity. Research from Rattanaprom (2019) can be an example where RBL then consists of three main domains after the integration process, namely contemplative, systems thinking, and professional; then Marín (2021) succeeded in generalizing RBL in the form of concrete steps of learning through this integration, which include orientation, conceptualization, investigation, conclusion, and discussion; likewise, in other research, Marín (2020) revealed several guidelines which include focus, understand, define and conceive, build and test, and present.…”

“…Even in another study, Usmeldi (2016) also stated that RBL can improve students' knowledge very well, improve skills (science processing skills, thinking and reasoning skills) well, and students' attitudes very well. But even so, Marín (2021) actually displays contrasting results; he stated that students did agree on the benefits and transfer of knowledge through RBL but it achieved the lowest score (neutral) in terms of improving literature understanding. Thus, concerning increasing knowledge through RBL, further studies are needed to ensure its effectiveness and detect what are the obstacles if RBL is not effective at this point.…”