Concept mapping as an educational technology to facilitate cognition of pre-service teachers

This study investigated the effects of implementing strategies designed to foster cognitive processing. The specific objectives were to determine the effect of using concept mapping strategies in instructional materials and related student learning activities on (a) learning as measured by criterion-referenced tests and assignments, (b) student participation in course-related online discussion activities as measured by the frequency of active sessions, and (c) the quality of the online discussion and reflection activities related to the assigned questions. Eighty elementary teacher education students participated in both Assessment/Legal Issues course activities and scheduled student teaching activities during the semester. It was during these activities that the data was collected. The Intervention group received instructional content in a concept mapping format, while the Comparison group experienced the same instructional content in a traditional linear fashion. The students were initially in a face-to-face classroom setting for part of the course content. The Intervention group was required to take notes in concept mapping format after reading the chapters, while the Comparison group took notes in the format of their choice They continued covering the remaining course material in their designated concept map or note taking format during the student teaching period. They also participated in required weekly discussions over the content of the material via an electronic chat in that phase. The course ended with a short on-campus phase in a face-to-face classroom format. The results showed (1) no significant difference found between the two groups in the test scores and assignment scores, but a more in-depth analysis of the assignment grades revealed that there was a significant difference between the two groups in Written Reflection assignments. (2) The Comparison group logged on more times, and had more comments when they logged on than the Intervention group, indicating a positive effect on efficiency as the Intervention group evidenced enhanced performance on written reflection with relatively fewer logons and comments. (3) There was a lack of difference in depth of discussion between the two groups showing that the use of concept mapping by the Intervention group did not increase the depth of discussion for those students.