Student Concept Mapping: Conceptualization of Physiological Processes

Abstract

We created an inquiry based concept mapping exercise for an upper level undergraduate physiology course with a lab component. We specifically focused on complex regulated systems (blood pressure, respiration, fluid balance, etc...) within physiology to promote conceptualization, not memorization. Students worked in small groups to determine what factors would be included and how they are related. Students utilized peer‐based feedback and multiple drafts to learn how to create a concept map. Assessment was accomplished by having students create a concept map to solve case studies or general disturbance problems. Once experienced at concept mapping, student groups were able to create a concept map to an unknown system within twenty minutes. This exercise can be used within a two hour long lab, or modified to a fifty minute lecture. Results are analyzed by comparing student performance to previous classes not using the inquiry based concept mapping approach.

Biological Connections

“…By leveraging these emerging theoretical and conceptual research approaches, better instructional methods can be developed and implemented for teaching biological concepts. Visual and interactive models (e.g., concept mapping in Karnatz & Ackerman, 2013) are useful tools that instructors can implement to improve students' mastery of abstract concepts and hone their critical-thinking skills (Pujol et al, 2016).…”