The concept map as a research tool: Exploring conceptual change in biology

Abstract

This study examined the concurrent validity of concept maps as vehicles for documenting and exploring conceptual change in biology. Students (N = 91) who enrolled in an elementary science methods course were randomly assigned to one of two treatment groups. Subjects in both groups were administered a multiple‐choice/free‐response inventory which assayed their knowledge of “Life Zones in the Ocean,” and then were asked to construct a concept map on the same topic. Those in the experimental group subsequently received 45 minutes of computer‐assisted instruction on marine life zones, while those in the control (“placebo”) group received an equivalent exposure to an unrelated topic (“Body Defenses”). Upon completing the instructional sequence, subjects were again administered the “Life Zones” inventory and asked to develop a postinstruction concept map on marine life zones. The data analysis employed a split plot factorial design with repeated measures. Differences among treatment groups were documented by analysis of variance and chi‐square procedures. Subjects in the experimental group showed evidence of significant and substantial changes in the complexity and prepositional structure of the knowledge base, as revealed in concept maps. No such changes were found in the control group. Results suggest that concept mapping offers a valid and potentially useful technique for documenting and exploring conceptual change in biology.

Using Concept Maps to Assess Conceptual Knowledge of Function

“…Two of the studies (Markham et al, 1994;Wallace & Mintzes, 1990) supported the concurrent validity of concept maps as vehicles for documenting and exploring conceptual change in biology. Two others (Laturno, 1994;Park, 1993) used concept maps in studies pertaining to mathematics.…”

“…Six recent studies have used concept maps to assess cognitive structure or conceptual understanding (Beyerbach, 1986;Coleman, 1993;Laturno, 1994;Markham, Mintzes, & Jones, 1994;Park, 1993;Wallace & Mintzes, 1990). Two of the studies (Markham et al, 1994;Wallace & Mintzes, 1990) supported the concurrent validity of concept maps as vehicles for documenting and exploring conceptual change in biology.…”

Effects of concept map approach on students' attitude and motivation towards documenting computing capstone projects

“…These maps mostly adopt a hierarchical structure in which subtopics or highly specific concepts are connected to a broad, all-encompassing concept. Many studies have identified several applications of concept maps, such as assessment devices (Wallace and Mintzes, 1990;Walker and King, 2002;Besterfield-Sacre et al, 2003) and planning tools (Ruiz-Primo and Shavelson, 1996;Starr and Krajcik, 1990;Posner and Rudnitsky, 2000). Moreover, concept maps are widely used by instructional designers, engineers, technical writers, and others to organise and structure knowledge.…”

Concept Raps versus Concept Maps: A Culturally Responsive Approach to STEM Vocabulary Development

“…Accordingly, concept maps have been used to assess changes in student conceptual understanding. In their seminal study, Wallace and Mintzes observed that students' concept maps were substantially different in complexity and structure of the knowledge base from the pre-test to the post-test [29]. This led the researchers to conclude that concept mapping is a valid tool to document students' changes in conceptual understanding.…”