8/18/2019 Concept Mapping in Graduate Education - Springer
1/2
Chapter
Digital Knowledge Maps in Education
pp 103-119
Date: 12 October 2013
Concept Mapping in Graduate Education
Variety and Depth of Student Projects
• Scott R. Garrigan
Abstract
This chapter describes four informal case studies in concept
mapping with graduate education students and in-service teachers
using CmapTools (or
simply Cmap), a concept mapping system with a particularly rich
set of affordances. Three studies describe actual student
applications of concept
mapping using Cmap in three different graduate courses in Lehigh
University’s College of Education and in Wilkes University’s
Graduate School of
Education, both in Pennsylvania in the USA. The fourth study
describes the author’s experience in introducing Cmap as a concept
mapping application
for K-12 student use to about 1,000 K-12 teachers through
regional hands-on workshops and national conference presentations.
The aim was to raise
teachers’ awareness of the potential benefits of concept mapping
and to introduce them to powerful, free, concept mapping software
for theirclassrooms. Findings indicate that teachers may adopt
concept mapping if they recognize a compelling need to do so, and
they tend not to understand
the potential benefit and specific uses without intensive and
extended professional development.
Keywords
Cmap CmapTools Concept mapping K-12 Graduate education Teacher
education
References
Cañas, A. J., Hill, G., Carff, R., Suri, N., Lott, J., Eskridge,
T., et al. (2004). CmapTools: A knowledge modeling and sharing
environment. In A. J. Cañas, J. D. Novak & F. M.
González (Eds.), Concept Maps: Theory, Methodology,
Technology. Proceedings of the First International Conference
on Concept Mapping (Vol. I, pp. 125–133). Pamplona,
Spain: Universidad Pública de Navarra. Retrieved from
http://cmc.ihmc.us/papers/cmc2004-283.pdf
(http://cmc.ihmc.us/papers/cmc2004-283.pdf)
Dick, W., Carey, L., & Carey, L. (2005). The systematic
design of instruction (6th ed.). New York: HarperCollins
Publishers.
Gagné, R. M. (1985). The conditions of learning. New York: Holt,
Rinehart and Winston.
Kilic, D., Keleş, Ö, & Sağlam, N. (2012). Examination of
elementary teachers’ views about concept maps. Journal of
Studies in Education, 2, 81–92. Retrieved from http://dx.doi.
org/10.5296/jse.v2i2.1480
(http://dx.doi.org/10.5296/jse.v2i2.1480)
Moldenda, M. (2008). Historical foundations. In J. M. Spector,
M. David Merrill, J. van Merriënboer, & M. P. Driscoll
(Eds.), Handbook of research on educationalcommunications and
technology (3rd ed.). New York: Lawrence Erlbaum
Associates.
NASA, (2001). Exploring Mars – Map of Maps – Color. Retrieved
from
http://cmapsnasacmex.ihmc.us/rid=1025201388710_1762691268_2257/Exploring%20Mars%20-%20
Map%20of%20Maps.cmap
(http://cmapsnasacmex.ihmc.us/rid=1025201388710_1762691268_2257/Exploring%20Mars%20-%20Map%20of%20Maps.cmap)
Rye, J. A. (2000). Electronic concept mapping as a professional
development focus for health sciences and technology academy (hsta)
teacher-participants. Proceedings of the
Annual Meeting of the Association for the Education of
Teachers in Science, January 6–9, 2000, Akron, OH. Retrieved from
http://cuip.uchicago.edu/~cac/nlu/tie512win10/
articles/ELECTRONIC%20CONCEPT%20MAPPING%20AS%20A%20PROFESSIONAL%20DEVELOPMENT%20FOCUS.pdf
(http://cuip.uchicago.edu/~cac/nlu/tie512win10/articles/ELECTRONIC%20CONCEPT%20MAPPING%20AS%20A%20PROFESSIONAL%20DEVELOPMENT%20FOCUS.pdf)
Tucker, M. S, & Codding, J. B. (2002). Standards for
our schools: how to set them, measure them, and reach
them. Jossey-Bass, San Francisco.
About this Chapter
Title
Concept Mapping in Graduate Education
Book Title
Digital Knowledge Maps in Education
Book SubtitleTechnology-Enhanced Support for Teachers and
Learners
Book Part
Part I
Pages
pp 103-119
Copyright
2014
DOI
10.1007/978-1-4614-3178-7_6
Print ISBN
978-1-4614-3177-0
Online ISBN
978-1-4614-3178-7
