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An Investigation of Student Thinking from Concept Mapping of Reading Material
PROCEEDINGS

, North Carolina State University, United States

EdMedia + Innovate Learning, in Vancouver, Canada ISBN 978-1-880094-62-4 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

A fall 2006 case study with one teacher and her sixth grade class investigated the range of thinking skills supported by electronic concept mapping of reading material. Only three students out of 22 were reading at or above grade level. Individual students were given three short readings, a pre-selected set of terms to map for each, and superordinate headers from which to begin building their electronic concept maps. Students were generally successful at classifying information under superordinate headings, but they struggled to identify interrelated concept sets and to write link words indicative of relational thinking. Revisions to the implementation strategy are suggested, including the requirement that students circle terms on their readings before they start mapping to assist with finding specific details in resource material. Collaborative mapping is recommended as one strategy to help students move up the thinking scale from basic skills to more complex processes.

Citation

Oliver, K. (2007). An Investigation of Student Thinking from Concept Mapping of Reading Material. In C. Montgomerie & J. Seale (Eds.), Proceedings of ED-MEDIA 2007--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2593-2602). Vancouver, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved October 19, 2020 from .

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