Using a quasi-experimental design, the researcher investigated the comparative effects of individually-generated and collaboratively-generated computer-based concept mapping on middle school science concept learning. Qualitative data were analyzed to explain quantitative findings. One hundred sixty-one students (74 boys and 87 girls) in eight, seventh grade science classes at a middle school in Southeast Texas completed the entire study. Using prior science performance scores to assure equivalence of student achievement across groups, the researcher assigned the teacher’s classes to one of the three experimental groups. The independent variable, group, consisted of three levels: 40 students in a control group, 59 students trained to individually generate concept maps on computers, and 62 students trained to collaboratively generate concept maps on computers. The dependent variables were science concept learning as demonstrated by comprehension test scores, and quality of concept maps created by students in experimental groups as demonstrated by rubric scores. Students in the experimental groups received concept mapping training and used their newly acquired concept mapping skills to individually or collaboratively construct computer-based concept maps during study time. The control group, the individually-generated concept mapping group, and the collaboratively-generated concept mapping group had equivalent learning experiences for 50 minutes during five days, excepting that students in a control group worked independently without concept mapping activities, students in the individual group worked individually to construct concept maps, and students in the collaborative group worked collaboratively to construct concept maps during their study time. Both collaboratively and individually generated computer-based concept mapping had a positive effect on seventh grade middle school science concept learning but neither strategy was more effective than the other. However, the students who collaboratively generated concept maps created significantly higher quality concept maps than those who individually generated concept maps. The researcher concluded that the concept mapping software, Inspiration™, fostered construction of students’ concept maps individually or collaboratively for science learning and helped students capture their evolving creative ideas and organize them for meaningful learning. Students in both the individual and the collaborative concept mapping groups had positive attitudes toward concept mapping using Inspiration™ software.

Using a quasi-experimental design, the researcher investigated the comparative effects of individually-generated and collaboratively-generated computer-based concept mapping on middle school science concept learning. Qualitative data were analyzed to explain quantitative findings. One hundred sixty-one students (74 boys and 87 girls) in eight, seventh grade science classes at a middle school in Southeast Texas completed the entire study. Using prior science performance scores to assure equivalence of student achievement across groups, the researcher assigned the teacher’s classes to one of the three experimental groups. The independent variable, group, consisted of three levels: 40 students in a control group, 59 students trained to individually generate concept maps on computers, and 62 students trained to collaboratively generate concept maps on computers. The dependent variables were science concept learning as demonstrated by comprehension test scores, and quality of concept maps created by students in experimental groups as demonstrated by rubric scores. Students in the experimental groups received concept mapping training and used their newly acquired concept mapping skills to individually or collaboratively construct computer-based concept maps during study time. The control group, the individually-generated concept mapping group, and the collaboratively-generated concept mapping group had equivalent learning experiences for 50 minutes during five days, excepting that students in a control group worked independently without concept mapping activities, students in the individual group worked individually to construct concept maps, and students in the collaborative group worked collaboratively to construct concept maps during their study time. Both collaboratively and individually generated computer-based concept mapping had a positive effect on seventh grade middle school science concept learning but neither strategy was more effective than the other. However, the students who collaboratively generated concept maps created significantly higher quality concept maps than those who individually generated concept maps. The researcher concluded that the concept mapping software, Inspiration™, fostered construction of students’ concept maps individually or collaboratively for science learning and helped students capture their evolving creative ideas and organize them for meaningful learning. Students in both the individual and the collaborative concept mapping groups had positive attitudes toward concept mapping using Inspiration™ software.

This study will explore student engagement as a multidimensional construct through a systematic comparative study from the views of students and teachers. While the construct of engagement holds promise for addressing declining motivation and achievement of adolescent students, the challenges associated with measuring a multi-faceted construct suggest the need for integrative research methodologies. This study will utilize concept mapping methods in two urban secondary schools. This methodology holds the potential to provide the tools for structured ‘meaning making’ between participants (students and teachers). This capacity to ‘think together’ is promoted through intentionally structured (i.e., concept mapping processes) practice of discourse. As a direct result of this approach, data revealed the degree of convergence and divergence in student and teacher definitions of student engagement. Areas of student/teacher convergence included themes addressing ‘diversity/belonging’, ‘student-teacher interaction’, and ‘variety in school policy/structure’. Areas of divergence included, ‘aspects of pedagogy’, ‘students at the centre’, and ‘professional educators’. In framing student engagement as a multidimensional construct, this study was able to uncover complex nuances. For example, closer examination of the student data revealed a nested and multi-faceted relationship to their sense of engagement. Students most strongly associated engagement to their sense of belonging at school. In turn, this sense of belonging was directly impacted by their relationships with peers, and this connection was viewed to directly affect on motivation (and subsequent achievement). Future research is needed so as to delve deeper into the nature of social connections among teachers-students, and students-students as an approach to untangle and better understand the multidimensionality of factors at play.

This study will explore student engagement as a multidimensional construct through a systematic comparative study from the views of students and teachers. While the construct of engagement holds promise for addressing declining motivation and achievement of adolescent students, the challenges associated with measuring a multi-faceted construct suggest the need for integrative research methodologies. This study will utilize concept mapping methods in two urban secondary schools. This methodology holds the potential to provide the tools for structured ‘meaning making’ between participants (students and teachers). This capacity to ‘think together’ is promoted through intentionally structured (i.e., concept mapping processes) practice of discourse. As a direct result of this approach, data revealed the degree of convergence and divergence in student and teacher definitions of student engagement. Areas of student/teacher convergence included themes addressing ‘diversity/belonging’, ‘student-teacher interaction’, and ‘variety in school policy/structure’. Areas of divergence included, ‘aspects of pedagogy’, ‘students at the centre’, and ‘professional educators’. In framing student engagement as a multidimensional construct, this study was able to uncover complex nuances. For example, closer examination of the student data revealed a nested and multi-faceted relationship to their sense of engagement. Students most strongly associated engagement to their sense of belonging at school. In turn, this sense of belonging was directly impacted by their relationships with peers, and this connection was viewed to directly affect on motivation (and subsequent achievement). Future research is needed so as to delve deeper into the nature of social connections among teachers-students, and students-students as an approach to untangle and better understand the multidimensionality of factors at play.

The purpose of this study was to investigate the effectiveness of two different concept mapping methods - learner-generated and expert-generated concept mapping - in computer-based video learning. The students’ attitudes toward the use of the concept mapping and computer-based instruction in general were also investigated. The study was performed using the entire enrollment of the junior level undergraduate course (n = 65) Developmental Psychology for Educators (EPSY-320) class, the spring semester of 2010 at Texas A & M University. Using experimental research design, the relationship between student achievements and learning tools was observed. The convenience sampling method was used to assign the students randomly to two treatment groups. The study built on previous research findings on the instructional use of video and concept mapping. It focused on the relative influence of expert-generated versus learner-generated concept maps on student achievement during computer-based video instruction. Results indicated that there were no significant differences among achievements of students who used either learner-generated concept maps or expert-generated concept maps in the study. However, the expert-generated concept mapping group spent significantly less time than the learner-generated concept mapping group interacting with the instructional tool. The findings revealed that concept map scores mediated the relationships between the numbers of clicks on the video player control, time spent creating concept maps, and time spent on all interaction and student achievement. Although the variables - the number of clicks on the video player control, time spent creating concept maps, and time spent on all interactions - did not have a direct effect on student achievement, they affected the concept map scores, which in turn affected student achievement. The three variables - perceived usefulness, ease of use, and attitude toward use - were used to define the attitude of the students toward the instructional tool. The results showed that the attitude of the expert-generated group toward the instructional tool was significantly higher than the learner-generated group. Also, on average, the expert-generated concept mapping group expressed neutral feelings on using the instructional tool to improve their learning performance. Alternatively, the learner-generated group did not appreciate the value of this tool. Both groups reported neutral views about the ease of use of the instructional tool. In conclusion, concept mapping might enhance cognitive learning after the basic skills are acquired and the learners become competent concept mappers. During the creation of concept maps, cognitive load might hinder student learning; therefore, students must be well trained before starting to use the learning tool. Moreover, concept map scores might be used as student grades in video-based learning.

Thesis (M.A.T.)--University of Texas at El Paso, 2008. / Title from title screen. Vita. CD-ROM. Includes bibliographical references. Also available online.

This thesis has been done in ROM (Royal Ontario Museum) located in Toronto Canada. It focuses on learning in two parts of the museum. It tries to find out how much each part is effective in terms of learning. Studies have been done in the Digital gallery, which has been equipped with digital video projector and workstation that allows visitors to interact with the collections in 2 or 3 dimensional spaces while they are watching the presenting film. The rest of the study was in Hands-on laboratory, which allows students to examine artifacts and discuss their findings .The method was used in this research is Concept mapping .In Digital gallery, 24 schools surveys in the form of pre-post- test by help of the concept mapping method has been done. In Hands-on laboratory, 12 schools have been studied by using the combination of interviewing and written pre post-test of concept mapping.

Thesis (M.S.)--Auburn University, 2007. / Abstract. Includes bibliographic references (ℓ. 91-94)

Thesis (Ph. D.)--University of Hawaii at Manoa, 2003. / Includes bibliographical references (leaves 215-219).

Dissertation (Ph.D.)--The University of North Carolina at Greensboro, 2010. / Directed by Terry Ackerman; submitted to the Dept. of Educational Research Methodology. Title from PDF t.p. (viewed Jul. 9, 2010). Includes bibliographical references (p. 130-141).