Concept mapping as a technique for elaborating on lecture notes
Posted on 16. Dec, 2009 by Antoinette Vesseur in Announcements, Practices
Within the study skills program of European Public Health attention is paid on making and elaborating on lecture notes. One way is to create a concept map. The students receive an assignment to elaborate on the notes they took during a lecture about epidemiology (by Leo Schouten, block 1.2) by making a concept map and therefore can make use of the program C-map tools. After several years of positive feedback from students about this training, last spring (2009) a special interest group (SIG) was set up (originally within FHML, but now interfacultary) to explore the technique of concept-mapping and similar techniques (including mind-mapping and argument-mapping) to support various learning and teaching activities. Next to elaborating on the lecture notes you can think on support of the brainstorming stage, the preparation or monitoring of a paper or composing an argument map as an assessment tool.
Contact Information (regarding where / who has carried out the practice):
- Herma Roebertsen and Jos Moust (EDUC)
- Kasia Czabanowska (INTHEALTH)
- SIG on concept mapping (coordination lies with Jos Moust)
Problem or question adopted by the SIG and described in this practice:
- For which learning and teaching activities appears concept mapping (or a similar technique) a useful tool?
- How to facilitate this optimally?
- With interactive white boards / smart boards / paper
- With tools like C-map tools, Inspiration, Mind Manager etc students can individually make use of.
- How to make this part of the study skills training and staff (teacher) development training?
Results (what has been achieved, where can others make use of, etc):
- Quick Reference Card on concept-mapping (using C-map Tools)
- Examples of ‘good’ concept maps based on the lecture of Leo Schouten
- Exploration of various (other than above) programs, including:
Relationships with other practices:
Within the faculties of FPN and SBE the technique of concept mapping is also been used. Representatives of both faculties (Herco Fonteijn and Jeannette Hommes) are therefore members of the Special Interest Group.
Background information:
- Awang H., and Ramly I.Awang H., and I. Ramly (2008). (2008). Creative Thinking Skill Approach Through Problem-Based Learning: Pedagogy and Practice in the Engineering Classroom. International Journal of Social Sciences 3;1 . Creative Thinking Skill Approach Through Problem-Based Learning: Pedagogy and Practice in the Engineering Classroom. International Journal of Social Sciences 3; 1.
- Demirdover C., Yilmaz M., Vayvada H., Atabey A., Eylul D.Dover C. Demir, Yilmaz M., H. Vayvada, Atabey A., D. Eylul (2008). (2008). Comparison of learning with concept maps and classical methods among medical students. Comparison of learning with concept maps and classical methods among medical students. In AJ Cañas, P. In AJ Cañas, P. Reiska, M. Reiska, M. Åhlberg & JD Novak, Eds : Concept Mapping: Connecting Educators Proc. Ahlberg & JD Novak, Eds: Concept Mapping: Connecting Educators Proc. of the Third Int. of the Third Int. Conference on Concept Mapping . Conference on Concept Mapping. Tallinn, Estonia & Helsinki, Finland 2008. Tallinn, Estonia & Helsinki, Finland in 2008.
- Gonzalez HL, Pardo Palencia A., Umana LA, Galindo L., and Villafrade LA (2008).Gonzalez HL, Pardo A. Palencia, LA Umana, L. Galindo, and Villafrade LA (2008). Mediated learning experience and concept maps: a pedagogical tool for achieving meaningful learning in medical physiology students. Advances in Physiology Education , 32: 312–316. Mediated learning experience and concept maps: a pedagogical tool for Achieving meaningful learning in medical physiology students. Advances in Physiology Education, 32: 312-316.
- Johnstone, AH and Otis KH (2006).Johnstone, AH and KH Otis (2006). Concept mapping in problem based learning: a cautionary tale. Chemistry Education Research and Practice , 2006 , 7 (2), 84-95. Concept mapping in problem based learning: a cautionary tale. Chemistry Education Research and Practice, 2006, 7 (2), 84-95.
- Rendas B., Fonseca M., and Rosado Pinto P.Rendas B., M. Fonseca, and P. Rosado Pinto (2005).Toward meaningful learning in undergraduate medical education using concept maps in a PBL pathophysiology course. Advances in Physiology Education , 30: 23–29. (2005). Toward meaningful learning in undergraduate medical education using concept maps in a PBL pathophysiology course. Advances in Physiology Education, 30: 23-29.
- West DC, Park JK, Pomeroy J .R.West DC, Park JK, Pomeroy J. R. & Sandoval J. Sandoval & J. (2002). (2002). Concept mapping assessment in medical education: a comparison of two scoring systems. Medical Education , 36:820–826. Concept mapping assessment in medical education: a comparison of two scoring systems. Medical Education, 36:820-826.
- West, DC, Pomeroy, JR, Park, JK (2000)l.West, DC, Pomeroy JR, Park, JK (2000) l. Critical Thinking in Graduate Medical Education: A Role for Concept Mapping Assessment? American Medical Association . Critical Thinking in Graduate Medical Education: A Role for Concept Mapping Assessment? American Medical Association. Vol 284, No. Vol 284, No. 9 1105-1110. 9 1105-1110. Downloaded from www.jama.com at Univ Maastricht on February 20, 2009. Downloaded from www.jama.com at Univ Maastricht on February 20, 2009.
GL, 12-05-2009
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