Concept mapping to support university academics' analysis of course content
Bibliographic Data
| ID | 4097717 |
|---|---|
| Authors | Cheryl Amundsen (Simon Fraser University, corresponding author), Cynthia Weston (McGill University), Lynn Mcalpine (0000-0002-5361-1361, McGill University) |
| Year | 2008 |
| Volume | 33 |
| Issue | 6 |
| Pages | 633-652 |
| Publication date | 2008-12-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Studies in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03075070802373180 |
| OpenAlex | W1996204080 |
| Language | EN |
| Citations received | 4 |
| References cited | 29 |
The authors’ goal in working with university academics is to support an intellectual process of close examination of instructional decisions, making explicit the rationale and intentionality underlying those decisions. Subject matter understanding is the primary point of reference in this process. The focus of the research described here is the use of an unstructured form of concept mapping to support academics in the analysis of course content as the first step in a course design process. While some academics with whom the authors have worked have been initially skeptical about concept mapping, the large majority of them, in the end, report that they value the process and what they gained from it. The findings show that the concept mapping process provided an alternate means to rethink course content, one that highlighted relationships among concepts, encouraged a view of the course as an integrated whole, and frequently provided the occasion to make explicit the types of thinking required in the course
Concept map · Content analysis · Curriculum · Epistemology · Higher education · Mathematics education · Pedagogy · Political science · Skepticism · Social science · Sociology · Subject matter · Computer Science · Education and Critical Thinking Development · Educational Strategies and Epistemologies · Engineering · Evaluation of Teaching Practices · Psychology
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The role of critical incidents in the dialogical construction of teacher identity. Analysis of a professional transition case
Joined up thinking? Evaluating the use of concept‐mapping to develop complex system learning
Student Versus Expert Outlines in Reading Comprehension
Educational psychology
Learning How to Learn
Teaching and Research
The Tacit Dimension
Learning With Concept and Knowledge Maps
Threshold concepts and troublesome knowledge (2)
The structure of scientific revolutions
The Qualitative Researcher's Companion
The Structure of Scientific Revolutions
Knowledge Structures
Naturalistic inquiry
The role of theory in a pedagogical model for lecturers in higher education
Disciplinary Differences and University Teaching
The significance of disciplinary differences
The impact of academics' learning and teaching preferences on their teaching practices
| Citations per year | 0.27 |
|---|---|
| Citation span | 2011 - 2023 (13) |
| Highly cited | No |