How Not to Lose Your Students with Concept Maps

Autor/inn/en	Bentley, Francoise Judith Benay; Kennedy, Sarah; Semsar, Katharine
Titel	How Not to Lose Your Students with Concept Maps
Quelle	In: Journal of College Science Teaching, 41 (2011) 1, S.61-68 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-231X
Schlagwörter	Feedback (Response); Concept Mapping; Maps; Physiology; Science Education; Surveys; Statistical Analysis; College Science; Teaching Methods; Student Reaction; Tests; Correlation; Teaching Assistants + Suchen Sie Ihr Suchwort? Concept Map; Map; Karte; Physiologie; Naturwissenschaftliche Bildung; Survey; Umfrage; Befragung; Statistische Analyse; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerkritik; Examination; Prüfung; Examen; Korrelation
Abstract	Four physiology courses participating in a science education program used concept maps for the first time. At the conclusion of the term, students responded to an end-of-term survey about the activity. Following varied results, we sought to identify factors that students indicated are important for the acceptance of the technique. To encourage high student value of concept map exercises, instructors should consider achieving the following: (1) designing exercises to meet educational goals, (2) providing timely feedback by instructor and peers, and (3) clearly aligning exams/assessments with the concept map exercise. Following these three principles, students will not only value but will also see the connection between the concept map exercise and the course assessments. (Contains 3 tables and 2 figures.) (As Provided).
Anmerkungen	National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10