Concept mapping in college-level physics was investigated. The study was carried out in three parts. First, an attempt was made to validate concept mapping as a method of evaluating student learning at the junior college level (ages 16-21). Several measures were found to be sensitive to differences in students' achievement. Second, the effectiveness of concept mapping as an instructional strategy was investigated. It was found that the strategy led to improvement in multistep problem-solving performance but not in performance on single step problems. Third, the concept maps made by experts in the field were compared with the maps made by high achieving and average achieving students to see if this is yet another way in which high performance and expertise are related. It was found that the high achieving students made maps which more nearly resembled the maps made by experts than those made by average achieving students.
| Identifer | oai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:QMM.41100 |
| Date | January 1992 |
| Creators | Austin, Lydia B. (Lydia Bronwen) |
| Contributors | Shore, B. M. (advisor) |
| Publisher | McGill University |
| Source Sets | Library and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada |
| Language | English |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Format | application/pdf |
| Coverage | Doctor of Philosophy (Department of Educational Psychology and Counselling.) |
| Rights | All items in eScholarship@McGill are protected by copyright with all rights reserved unless otherwise indicated. |
| Relation | alephsysno: 001337643, proquestno: NN87818, Theses scanned by UMI/ProQuest. |
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