Student Views of Concept Mapping Use in Introductory Tertiary Biology Classes

Abstract

ABSTRACT. Introductory tertiary level science classes (i.e., at the university or postcompulsory school level) including those for biology face increasing diversity in intake. Previous research has indicated university level teachers assume a certain level of prior knowledge which may or may not be possessed by such students. This report focuses on the use of concept mapping in introductory biology tutorial classes. The research findings suggest that the students found the use of concept mapping enjoyable and that it can enhance meaningful learning for topics that require students to link concepts.

Educative Experience of the Use of Concept Mapping in Science and Environmental Teacher Training Programmes

“…In addition, by means of a survey, the studentsí opinions on the experience have been gathered to improve the design of the experience (Buntting et al, 2006;Murga-Menoyo et al, 2011).…”

“…This graphic representation of concepts provides students and teachers a suitable tool to organise, summarise and communicate their knowledge about any topic, showing information in a schematic and organised way. Consequently, students can use concept mapping as a learning strategy for any subject since it promotes individual or collaborative, reflexive and meaningful learning (Buntting et al, 2006). Additionally, teachers can use concept mapping as teaching resources to show the structure of a topic or to analyse the relationships among the concepts related to the topic (Novak & Cañas, 2006).…”

“…Particularly, the use of concept mapping as a classroom activity in science and environmental teacher training programmes is analysed to check whether it is a useful educational tool to make users reflect on their own knowledge, to identify learning shortcomings and to construct a more meaningful knowledge of nature on which an environmentally responsible behaviour can be based (Andrews, Tressier, & Mintzes, 2008;Beyerbach, 1988;Buntting, Coll, & Campbell, 2006).…”

Note-making in Biology: How the School Experience Influences Note-making Practice and Approach at University

“…Therefore, within the content-heavy context of biology, first-year students would require support for their engagement with their notes. Lecturers in biology usually use multiple representations when explaining content in class; these representations are meant to support learning (Buntting, Coll, & Campbell, 2006). Findings showed that lecturers' slides varied in the quantity and type of detail that was presented during lectures; slides provided by some lecturers comprised wordy content whilst slides presented by other lecturers contained mostly key points or key words (Table 3).…”

“…Thus, while note-taking is mechanistic, during the process of note-making students could engage more readily in deepening their understanding of content (Makany, Kemp, & Dror,Research on compiling notes in science emphasises the role of multi-representation (e.g. formulae; textual explanations; diagrams) and explores the opportunities for concept mapping and sketches (Buntting, Coll, & Campbell, 2006). The context of this study includes note-making strategies that students use when composing their study notes, and is based on the multiple representations which the lecturer presents during class.…”