Abstract
A naturalistic study, with two cycles of intervention, was carried out to investigate the effects of two methods of introducing concept mapping to students taking introductory subjects in genetics in an Australian university. Some of these students' views relating to concept mapping were also investigated in the years following its introduction. The results of this study suggest that the method of introduction can influence students' perception of concept mapping, and its potential benefit. Although most students taking introductory subjects had taken part in the project, and many had realised the benefits of concept mapping, retrospective views of students indicated that almost none had adopted it as a regular part of study strategies. This outcome raises several questions in regard to introducing learning tools to students and, in particular, the reasons for doing so.
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Santhanam, E., Leach, C. & Dawson, C. Concept mapping: How should it be introduced, and is there evidence for long term benefit?. Higher Education 35, 317–328 (1998). https://doi.org/10.1023/A:1003028902215
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DOI: https://doi.org/10.1023/A:1003028902215