Concept Mapping in Technology-Supported K-12 Education: A Systematic Review of Selected SSCI Publications from 2001 to 2020

Autor/inn/en	Chang, Chun-Chun; Hwang, Gwo-Jen; Tu, Yun-Fang
Titel	Concept Mapping in Technology-Supported K-12 Education: A Systematic Review of Selected SSCI Publications from 2001 to 2020
Quelle	In: Journal of Educational Computing Research, 60 (2022) 7, S.1637-1662 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hwang, Gwo-Jen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/07356331211073798
Schlagwörter	Concept Mapping; Elementary Secondary Education; Educational Technology; Technology Uses in Education; Models; Adoption (Ideas); Educational Research + Suchen Sie Ihr Suchwort? Concept Map; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Analogiemodell; Ideas; Ideenfindung; Bildungsforschung; Pädagogische Forschung
Abstract	Concept maps have been verified as an effective learning tool in technology-supported learning environments, in particular, in K-12 education. To enable educational technology researchers and school teachers to thoroughly know the research foci and applications of concept maps in technology-supported learning environments for K-12 education (CM-K12), the present study conducted a systematic review of studies published in seven SSCI (Social Science Citation Index) journals of educational technology by referring to the technology-based learning model. The review results showed that concept maps mostly played the role of a personal Mindtool and a collaborative Mindtool, and were mainly applied in elementary schools. The majority of elementary school teachers employed concept maps as a collaborative Mindtool (for a learning group), a personal Mindtool (for individual students), and a learning design tool. As for secondary school teachers, concept maps were mostly adopted as an assessment and evaluation tool, personal Mindtools, and collaborative Mindtools. In terms of application issues, the most adopted medium was desk-top computers, and the most adopted application domains were science, engineering, and language. The research focus explored the most in CM-K12 research was cognition, followed by affect and learning behavior. Based on the findings, several recommendations are proposed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01