The Effects of Utilising the Concept Maps in Teaching History

Nair, Subadrah Madhawa; Narayanasamy, Moganasundari

doi:10.12973/iji.2017.1038a

Cited by 24 publications

(22 citation statements)

References 10 publications

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“…(6) also found that teaching through concept mapping is more effective than teaching through lecture cum discussion method. According to (7) utilization of the concept map method in teaching History was able to raise students' achievement significantly for multiple choice type questions.…”

Section: Major Findings and Discussionmentioning

confidence: 99%

The status of concept mapping in teaching learning process: Exploring the present awareness, use and challenges

Pandey¹,

Tyagi²

2020

IJST

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Aims: To explore the present status of concept mapping in teaching and learning process in India. Also, to find answers of certain questions pertaining to the usage, awareness and present status of concept maps in real life education. Further to provide some recommendation for the teaching learning process. Method: In this study, the researcher developed a questionnaire using google form containing 14 items. The items were revolving around the concept map and its practical usage in teaching and learning process. The questionnaire was sent to 200 teachers in the month of June, 2020; out of which 80 responses were received back. All the teachers are teaching in various school of the country. The types of schools included private, government, rural and urban. The region covered for data collection was mainly Delhi, however some respondents were from other parts of India also. The data was analyzed qualitatively and quantitatively. Ms. Excel was used for quantitative analysis. Findings: The study indicated that there is an awareness of concept mapping among the teachers. There are several teachers who are using concepts maps in their regular teaching learning process. Many of them learn concept maps when they were students. The use of concept maps is always considered to be effective in the classroom. However, there were some respondents who found making and implementing concept maps time-consuming and effortful. All opined that concept maps are in use and found effective in the teaching learning process. Novelty: The study investigates the status of uses of concept maps in teaching learning process. It also throws light on the problems faced by the teachers in using concept maps; hence the study contributes to plan the school-time table, curriculum and other activities. Moreover, the study provides basis for further in depth study pertaining to problems faced by teachers in using concept maps. Keywords: Concept mapping; awareness; usage; teaching; learning; education; concept maps; purpose of concept maps; challenges

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Section: Major Findings and Discussionmentioning

confidence: 99%

The status of concept mapping in teaching learning process: Exploring the present awareness, use and challenges

Pandey¹,

Tyagi²

2020

IJST

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“…Previous studies of concept maps have used tests consisting of either multiple‐choice questions or a combination of both multiple‐choice and constructed‐response questions to investigate their effect on students’ performance (Horton et al., 1993; Kaddoura et al., 2016; Nair & Narayanasamy, 2017; Witmer, 2015). We used a pretest and a posttest (see Appendix A) designed to measure students’ learning in OM.…”

Section: Methodsmentioning

confidence: 99%

“…Numerous studies have demonstrated that well‐designed comprehensive concept maps, if used properly, may improve students’ understanding in a variety of subjects. Most of these studies relate to teaching courses in the sciences (Nair & Narayanasamy, 2017). The use of concept maps is championed as a metacognition strategy for implementing the theory of meaningful learning (Ausubel, 1963), that is, as a study tool to be constructed by students.…”

Section: Introductionmentioning

confidence: 99%

Using Concept Maps in Teaching Operations Management Courses

Essila

Alhourani

Motwani

2020

Decision Sci J Innov Edu

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Teaching quantitative subjects such as operations management (OM) can be quite challenging. In this article, we present a novel approach that uses simplified concept maps for teaching OM. This application of concept maps was investigated to determine if it helps students to answer questions and to solve OM problems more effectively. Our study used a controlled experimental design with students divided into two groups, one taught using concept maps and another group taught using traditional techniques. Student learning was measured with pre‐ and posttests consisting of both multiple‐choice and constructed‐response items. The performance of the two groups was compared using an independent samples t‐test and analysis of covariance to control for the covariate “pretest.” The results indicate that use of simplified concept mapping significantly improved student learning of OM course material. We therefore recommend its adoption as an active‐learning pedagogical technique that can lead to positive change in the OM classroom.

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“…History offers the opportunity to control the future, as it shapes expectations for the future with information from the past (Torp, 2014;Crabtree, 2001;Taylor & Young, 2003). In addition, it has important roles such as developing awareness of citizenship, gaining sense of social belonging, and supporting identity development (Lorentzen, 2000;Fausser, 2000;Nair & Narayanasamy, 2017). On the other hand, this identity development contributes to being a good citizen by improving moral understanding (Stearns, 2009).…”

Section: Introductionmentioning

confidence: 99%

History Teacher Candidates’ Evaluation of Their Undergraduate Programs

Akhan

2021

JCT

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The aim of this research is to reveal the thoughts on the history program of the teacher candidates who have recently graduated from the history teaching undergraduate program. In this research, a case study model from qualitative research methods was adopted. The study group of this research consisted of 49 teacher candidates, 18 female and 31 male. The teacher candidates were senior students to graduate at the end of the 2019-2020 academic year, and they were selected from education faculties at three state universities. Within the framework of this study, an easily attainable method was adopted in the selection of universities and faculties, and the criterion sampling, a purposeful sampling method, was used while choosing the study group. The data of the study were collected via e-mail correspondence with a questionnaire consisting of open-ended questions created by the researcher. The data obtained from the study group were analyzed using descriptive analysis. When the results of the study are evaluated in general, it could be stated that the history teacher candidates in the study group mostly have positive opinions about their undergraduate education. However, teacher candidates expressed that the course contents were very theoretical and added that the number of practical courses should be increased.

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The Effects of Utilising the Concept Maps in Teaching History

Cited by 24 publications

References 10 publications

The status of concept mapping in teaching learning process: Exploring the present awareness, use and challenges

The status of concept mapping in teaching learning process: Exploring the present awareness, use and challenges

Using Concept Maps in Teaching Operations Management Courses

History Teacher Candidates’ Evaluation of Their Undergraduate Programs

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