Exploring What Concept Maps Reveal about Knowledge Integration in Teacher Learning

By Diane Salmon and Melissa Kelly.

Published by The Learner Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

In this study we explore the use of concept maps for knowledge integration in an online graduate course for teachers and pilot-test an analytic scheme for describing the thinking processes underlying map construction. The course is structured around a hypothetical scenario depicting a classroom teacher and four diverse learners. As a part of the course assignments, participants construct concept maps to analyze cognitive learning theory and research in relation to the learning needs of the hypothetical learners. In our analysis of participants’ concept maps, we identified distinct structures and processes. In this paper we share these findings and discuss the possible significance of the variety of concepts maps for characterizing teacher learning.

Keywords: Concept Mapping, Knowledge Integration, Teacher Learning

The International Journal of Learning, Volume 15, Issue 6, pp.13-22. Article: Print (Spiral Bound). Article: Electronic (PDF File; 882.913KB).

Diane Salmon

Associate Professor, Educational Psychology, National College of Education, National-Louis University, Chicago, Illinois, USA

Melissa Kelly

Instructional Designer, National College of Education, National-Louis University, Chicago, Illinois, USA


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