Evaluating a concept mapping training programme by 10 and 13 year-old students
Keywords:
Meaningful Learning, Concept Maps, Training ProgrammeAbstract
The PISA 2000 study found large differences between countries in terms of quality of learning. In some
countries, students prefer rote learning to meaningful learning. However, such memorisation of the
material does not lead to recallable and usable knowledge in the long run. Ausubel's (1968) wellknown
theory serves as a basis for several techniques of meaningful learning, including concept
mapping, which emphasises the visual organization of comprehended information. The present study
reports the results of an experiment using concept mapping for deepening students’ understanding
of teaching materials. It focuses on definitions frequently used in science and Hungarian grammar
lessons. Results indicate that concept mapping training programmes can improve participants’
achievement. Experiences show that the technique of concept mapping is frequently unfamiliar to
students. More time would be needed for practising and using it in different learning situations.
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References
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beginning and at the end of each of 23 learning projects. In A. J. Canas, J. D. Novak, & F. M.
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Halimi, S. (2006). The concept map as a cognitive tool for specialized information recall. In A. J. Canas,
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Canas, P. Reiska, M. K. Ahlberg, & J. D. Novak (Eds.) Concept Mapping–Connecting Educators,
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Collaborative Learning Using Concept Mapping (pp. 215-237). Hershey, New York: Information
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effect. Paper presented at the 13th European Conference for the Research on Learning and
Instruction. Amsterdam, the Netherlands, August 25–29, 2009. In G. Rijlaarsdam (Eds.): Fostering
Communities of Learners. 13th Biennial Conference for Research on Learning and Instruction.
Programme (p. 166). Amsterdam: Graduate School of Teachinng and Learning, UvA.
Novak, D. J., & Gowin, D. G. (1984). Learning how to learn. New York: Cambridge University.
Novak, J. D. (1990). Concept maps and Vee diagrams: two metacognitive tools to facilitate meaningful
learning. Instructional Science. 19(1), 29-52.
Novak, J. D. (1998). Learning, creating and using knowledge. New Jersey: Lawrence Erlbaum Associates.
Poveda, M. R. F., & Oneca M. J. T. (2006). A study of links in concept maps constructed by primary
school learners. In A. J. Canas, & J. D. Novak (Eds.) Theory, Methodology, Technology, Proceedings of
the Second International Conference on Concept Mapping. San José: Costa Rica.
http://cmc.ihmc.us/cmc2006Papers/cmc2006-p27.pdf
Reader, W., & Hammond, N. (1994). Computer-based tools to support learning from hypertext: concept
mapping tools and beyond. Computers Education, 22(1-2), 99-106.
Vakilifard, A., & Armand, F. (2006). The effects of ‘concept mapping’ on second language learners’
comprehension of informative text. In A. J. Canas, & J. D. Novak (Eds.) Theory, Methodology,
Technology, Proceedings of the Second International Conference on Concept Mapping. San José:
Costa Rica.
http://cmc.ihmc.us/cmc2006Papers/cmc2006-p79.pdf , 2008. 12. 29.
Waeytens, K., Lens, W., & Vandenberghe, R. (2002), ’Learning to learn’: teachers’ conceptions of their
supporting role. Learning and Instruction, 12(4), 305–322.
Zantig, A., Verlop, N., & Vermut, J. D. (2003). Using interviews and concept maps to access mentor
teachers’ practical knowledge. Higher Education, 46, 195-214.
beginning and at the end of each of 23 learning projects. In A. J. Canas, J. D. Novak, & F. M.
González (Eds.) Theory, Methodology, Technology, Proceedings of the First International Conference
on Concept Mapping. Pamplona: Spain.
http://cmc.ihmc.us/papers/cmc2004-220.pdf, 2008. 12. 29.
Antal, E. (2009): The improvement of analogical reasoning of 7U8-years-olds. Paper presented at the
13th Biennial Conference for Research on Learning and Instruction, Amsterdam, the Netherlands, August 25U29. 2009. In: G. Rijlaarsdam (Eds.): Fostering Communities of Learners. 13th Biennial Conference for Research on Learning and Instruction. Programme (p. 85). Amsterdam: Graduate School of Teachinng and Learning, UvA.
Artelt, C., Baumert, J., Julius-McElvany, N., & Peschar, J. (2003). Learners for life, student approaches to
learning: Results from PISA 2000. OECD.
Ausubel, D. P. (1968). Educational psychology: A cognitive view. Holt, Rinehart and Winston, Inc.
Barroso, C., & Crespillo, R. (2008). Concept maps: Tools for understanding complex problems. In A. J.
Canas, P. Reiska, M. K. Ahlberg, & J. D. Novak (Eds.) Concept Mapping –Connecting Educators,
Proceedings of the 3rd International Conference on Concept Mapping (pp. 129-132). Vol 3. Tallinn:
IHMC, Tallinn University, University of Helsinki.
Berionni, A., & Baldoni, M. O. (2004). The words of science: the construction of science knowledge
using concept maps in Italian primary school. In A. J. Canas, J. D. Novak, & F. M. González (Eds.)
Theory, Methodology, Technology, Proceedings of the First International Conference on Concept
Mapping. Pamplona: Spain.
http://cmc.ihmc.us/papers/cmc2004-067.pdf, 2008. 12. 29.
Canas, A., & Novak, J. (2008). Facilitating the Adoption of Concept Mapping Using CmapTools to
enhence Meaningful Learning. In Okada, A., Buckingham Shum, S. J., & Sherborne, T. (Eds.)
Knowledge Cartography, Software Tools and Mapping Techniques (pp. 25-46). London: Springer.
Csapó, B. (2007). Research into learning to learn through the assessment of quality and organization of
learning outcomes. The Curriculum Journal, 18(2), 195-210.
Gurlitt, J., Renkl, A., Faulhaber, L., & Fischer, F. (2007). Interactions of expertise and prior-knowledge
activation with low-coherent and high-coherent concept mapping tasks. In D. S. McNamara & G.
Trafton (Eds.), Proceedings of the 29th Annual Conference of the Cognitive Science Society (pp. 1055-
1060). Austin, TX: Cognitive Science Society.
Halimi, S. (2006). The concept map as a cognitive tool for specialized information recall. In A. J. Canas,
& J. D. Novak (Eds.) Concept Maps: Theory, Methodology, Technology, Proceedings of the Second
International Conference on Concept Mapping. San José: Costa Rica.
http://cmc.ihmc.us/cmc2006Papers/cmc2006-p81.pdf, 2008. 12. 29.
Hardy, I., & Stadehofer, B. (2006). Concept maps wirkungsvoll als Strukturierungshilfen einsetzen:
welche Rolle spielt die Selbstkonstruktion? Zeitschrift für Pädagogische Psychologie, 3, 175-187.
Himangshu, S., Iuli, R. J., & Venn, M. (2008). Impact concept mapping has on pre-service teachers
understanding of sciene content knowledge and development of their science pedagogy. In A. J.
Canas, P. Reiska, M. K. Ahlberg, & J. D. Novak (Eds.) Concept Mapping–Connecting Educators,
Proceedings of the 3rd International Conference on Concept Mapping Vol. 2. Part two, (pp. 438-
444).
Immonen-Orpama, P., & Ahlbert, M. (2010): Collaborative Learning by Developing (LbD) Using
Concept Maps and Vee Diagrams. In P. L. Torres, & R. C. V. Marriott (Eds.) Handbook of Research on
Collaborative Learning Using Concept Mapping (pp. 215-237). Hershey, New York: Information
Science Reference.
Mancinelli, C., Gentili, M., Prioiri, G., & Valitutti, G. (2004). Concept maps in kindergarten. In A. J. Canas,
J. D. Novak, & F. M. Gonzáles (Eds.) Theory, Methodology, Technology, Proceedings of the First
International Conference on Concept Mapping. Pampolona: Spain.
http://cmc.ihmc.us/papers/cmc2004-195.pdf, 2008. 12. 29.
Molnár, Gy. (2009): Inductive reasoning in the first grade: a training program and its longitudinal
effect. Paper presented at the 13th European Conference for the Research on Learning and
Instruction. Amsterdam, the Netherlands, August 25–29, 2009. In G. Rijlaarsdam (Eds.): Fostering
Communities of Learners. 13th Biennial Conference for Research on Learning and Instruction.
Programme (p. 166). Amsterdam: Graduate School of Teachinng and Learning, UvA.
Novak, D. J., & Gowin, D. G. (1984). Learning how to learn. New York: Cambridge University.
Novak, J. D. (1990). Concept maps and Vee diagrams: two metacognitive tools to facilitate meaningful
learning. Instructional Science. 19(1), 29-52.
Novak, J. D. (1998). Learning, creating and using knowledge. New Jersey: Lawrence Erlbaum Associates.
Poveda, M. R. F., & Oneca M. J. T. (2006). A study of links in concept maps constructed by primary
school learners. In A. J. Canas, & J. D. Novak (Eds.) Theory, Methodology, Technology, Proceedings of
the Second International Conference on Concept Mapping. San José: Costa Rica.
http://cmc.ihmc.us/cmc2006Papers/cmc2006-p27.pdf
Reader, W., & Hammond, N. (1994). Computer-based tools to support learning from hypertext: concept
mapping tools and beyond. Computers Education, 22(1-2), 99-106.
Vakilifard, A., & Armand, F. (2006). The effects of ‘concept mapping’ on second language learners’
comprehension of informative text. In A. J. Canas, & J. D. Novak (Eds.) Theory, Methodology,
Technology, Proceedings of the Second International Conference on Concept Mapping. San José:
Costa Rica.
http://cmc.ihmc.us/cmc2006Papers/cmc2006-p79.pdf , 2008. 12. 29.
Waeytens, K., Lens, W., & Vandenberghe, R. (2002), ’Learning to learn’: teachers’ conceptions of their
supporting role. Learning and Instruction, 12(4), 305–322.
Zantig, A., Verlop, N., & Vermut, J. D. (2003). Using interviews and concept maps to access mentor
teachers’ practical knowledge. Higher Education, 46, 195-214.
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Published
2017-08-23
How to Cite
Habók, A. (2017). Evaluating a concept mapping training programme by 10 and 13 year-old students. International Electronic Journal of Elementary Education, 4(3), 459–472. Retrieved from https://www.iejee.com/index.php/IEJEE/article/view/190
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