Making learning visible
The Role of Concept Mapping in Higher Education
Bibliographic Data
| ID | 4886487 |
|---|---|
| Authors | David Hay (0000-0001-9349-6049, King's College - North Carolina, corresponding author), Ian M Kinchin (0000-0001-5425-4688, King's College - North Carolina), Ian Kinchin, Simon Lygo-Baker (0000-0002-7842-9718, King's College - North Carolina), Simon Lygo‐baker |
| Year | 2008 |
| Volume | 33 |
| Issue | 3 |
| Pages | 295-311 |
| Publication date | 2008-06-01 |
| Peer Reviewed | Yes |
| 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 | 10.1080/03075070802049251 |
| OpenAlex | W2096504954 |
| Language | EN |
| Citations received | 38 |
| References cited | 30 |
This article develops the concept‐mapping method as a tool for enhancing teaching quality in higher education. In particular, it describes how concept mapping can be used to transform abstract knowledge and understanding into concrete visual representations that are amenable to comparison and measurement. The article describes four important uses of the method: the identification of prior knowledge (and prior‐knowledge structure) among students; the presentation of new material in ways that facilitate meaningful learning; the sharing of ‘expert’ knowledge and understanding among teachers and learners; and the documentation of knowledge change to show integration of student prior knowledge and teaching. The authors discuss the implications of their approach in the broader context of university level teaching. It is not suggested that university teachers should abandon any of their tried and tested methods of teaching, but it is shown how the quality of what they do can be significantly enhanced by the use of concept mapping
Concept map · Documentation · Epistemology · Higher education · Knowledge engineering · Knowledge integration · Knowledge management · Knowledge sharing · Mathematics education · Teaching method · Computer Science · Educational Strategies and Epistemologies · Evaluation of Teaching Practices · Online and Blended Learning · Psychology
Learning Medical Terminology in Risk Factors for Cardiovascular Diseases Using Concept Mapping
Teaching Masculinities in a South African Classroom
Teaching Masculinities in a South African Classroom
Pedagogical knowledge representation through concept mapping as a study and collaboration tool in teacher education
Hearing the Participants’ Voice
Concept mapping, mind mapping and argument mapping
Representation of knowledge in digital educational environments
Canadian adolescent perceptions and knowledge about the social determinants of health
Exploring Correlations Between Pre-service Biology Teachers’ Systems Thinking Skills and Environmental Awareness
Students’ structured conceptualizations of teamwork in multidisciplinary student teams using concept maps
Using concept maps to evaluate preservice biology teachers’ conceptualization of Covid-19 as a complex phenomenon
Comprehension-Oriented Learning of Cell Biology
Concept Mapping in the Age of Deleuze
How ‘Networked’ are Online Collaborative Concept-Maps? Introducing Metrics for Quantifying and Comparing the ‘Networkedness’ of Collaboratively Constructed Content
Belonging in Science
The Active Learner’s Construction-Combinatory Thesaurus
Roles, applications, and trends of concept map-supported learning
Bridging the symbolic abyss
Concept map as a tool to assess and enhance students' system thinking skills
Graduate Students Using Concept Mapping to Visualize Instructional Design Processes
Stimulating Students’ Use of External Representations for a Distance Education Time Machine Design
The ‘IR Model’
Tracing pedagogic frailty in arts and humanities education
Concept mapping in the humanities to facilitate reflection
Using concept mapping to understand motivational interviewing practice
Reducing the Gap between Skills Sought by Employers and Developed by Education
Mapping pedagogic frailty in geography education
Backward by Design
An exploratory study of drawings as a tool to evaluate student understanding of the Food-Energy-Water (FEW) Nexus
Joined up thinking? Evaluating the use of concept‐mapping to develop complex system learning
Concept maps for assessing change in learning
Personal understanding of assessment and the link to assessment practice
Non‐traditional learners in higher education
Considering the concept of recipience in student learning from a modified Bernsteinian perspective
What's in a Word? Concept mapping
Designing an integrated concept mapping and generative AI approach to develop pre‐service teachers' digital storytelling project outcomes and critical thinking
I act this way because why?' Prior knowledges, teaching for change, imagining new masculinities
Using Concept Mapping to Enhance the Research Interview
Educational psychology
Rethinking University Teaching 2nd Edition
Learning, Creating, and Using Knowledge
Learning How to Learn
Learning to Teach in Higher Education
Making Sense of Secondary Science
Higher education as a filter
Threshold concepts and troublesome knowledge (2)
Education and training
A Twelve-Year Longitudinal Study of Science Concept Learning
On Qualitative Differences in Learning-ii Outcome as a Function of the Learner's Conception of the Task
On Qualitative Differences in Learning
Using concept maps to measure deep, surface and non-learning outcomes
Universities as centres of non-learning
| Unique citing works | 38 |
|---|---|
| Citations per year | 2,38 |
| Citation span | 2010 - 2026 (17) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 33 |