NDLI: Pedagogical knowledge representation through concept mapping as a study and collaboration tool in teacher education

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Pedagogical knowledge representation through concept mapping as a study and collaboration tool in teacher education

Content Provider	Semantic Scholar
Author	Koc, Mustafa
Copyright Year	2012
Abstract	This study explored (a) pre-service teachers' perceptions of using concept mapping (CM) in one of their pedagogical courses, (b) the predictive power of such implementation in course achievement, and (c) the role of prior experience with CM, type of mapping, and gender on their perceptions and performances in CM and achievement. The subjects were 89 pre-service teachers majoring in technical education in Turkey. Each participant developed five concept maps and shared them with classmates. The data sources included assessments of concept maps, midterm exam scores, and student feedback questionnaires. Overall, participants had positive perceptions about CM. They indicated that CM helped them prepare for class lessons and examinations, understand complex issues, and reflect on their (mis)understandings. CM significantly predicted course achievement. Gender, prior experience with CM, and type of mapping were found to be insignificant factors in their perceptions and performances in CM and in the prediction of achievement.
Starting Page	656
Ending Page	670
Page Count	15
File Format	PDF HTM / HTML
DOI	10.14742/ajet.833
Alternate Webpage(s)	https://ajet.org.au/index.php/AJET/article/download/833/130
Alternate Webpage(s)	http://www.wnmu.edu/facdev/files/study_conceptmap.pdf
Alternate Webpage(s)	https://doi.org/10.14742/ajet.833
Volume Number	28
Language	English
Access Restriction	Open
Content Type	Text
Resource Type	Article

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