Examples of Concept Mapping in a School Setting: A Look at Practical Uses

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Author(s): Cristine G. Goldberg (University of West Georgia, USA)
Copyright: 2014
Pages: 35
Source title: Cases on Teaching Critical Thinking through Visual Representation Strategies
Source Author(s)/Editor(s): Leonard J. Shedletsky (University of Southern Maine, USA)and Jeffrey S. Beaudry (University of Southern Maine, USA)
DOI: 10.4018/978-1-4666-5816-5.ch003

Keywords: Curriculum Development and Instructional Design / Education / Information Science Reference / Instructional Design

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Abstract

Through discussions with colleagues at several different institutions and teachers from all levels in my home state, it became apparent that classroom teachers have little or no exposure to good concept mapping practices. Background information about why concept mapping should be a primary tool in everyone's “toolbox” for learning and performance success is not common knowledge. Secondly, practicing teachers need concrete ideas for using concept mapping by and with students. After a couple of years of conversations at conferences and informally surveying my own undergraduate and graduate students, I decided to make an attempt to fill in this void. In this chapter I have presented relevant information about where, when, and how to use concept mapping as well as critical “how-to” tips for implementation by interested parties.

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