Using concept maps to facilitate personalised understanding and knowledge acquisition

Abstract

A concept map has the ability of projecting externally one's knowledge and pattern of thought. The actual process of developing a concept map requires its developer to identify a most inclusive starting point or focus question from which to depart, progressively expanding a framework through one's own knowledge and comprehension. How the concepts are linked within the resulting framework manages to embody a justified associated relationship between concepts, which in turn, further contributes to produce a deeper understanding of the linked concepts. Therefore the process of identification and linking of concepts can be regarded not only as a means of illustrating patterns of thought but as an active personal metacognitive process which contributes to further meaningful learning and discovery. This study focuses on investigating further on the contributed effectiveness of concept maps as a pedagogical tool and as a personal learning tool, with special reference to the practice of note taking within the contexts of teaching biology at secondary level. The research takes a quasi-experimental approach in determining effects on recall, understanding and performance. The findings from test scores suggest that the experimental group exposed to concept maps exhibited enhanced achievement. Further insight about students' attitude was gained from a focus group session and observations done along the time frame of the research. All the insights gained indicate a positive attitude and preference from the students of including concept maps in their learning experience. Triangulation of all the data collected, confirm the overall beneficial effects of using concept maps.