Abstract
Mapping, creating a visual representation of information using labeled nodes denoting concepts and links denoting relationships among concepts, can be a useful assessment and analysis of the students' understanding of a topic. Researchers examined preservice teachers' use of three modes of learner-generated maps --concept maps, mind maps, and computer-generated concept maps created with Inspiration® software --on their conceptual understanding of both art and science. Participants were 137 undergraduate, elementary education majors emolled in either a science (n = 62) or art (n = 75) methods course. Participants created a map in their responses to the question "What does the term science/art mean to you?" using the designated mode three times throughout the semester: on the first day of class (pre), at the midterm (mid), and on the last day of class (final). For science, only the Inspiration® group that showed an increase in the mean number of ideas generated from pre to mid to final. For art, all three groups showed an increase in mean from pre to mid to final, with the largest increase in the Inspiration® group. Overall, the art groups generated more concepts than the science groups. The simplest mapping method (concept) resulted in the most ideas for both topics at all points, possibly due to the limited focus of the task. Mapping warrants consideration as viable as a diagnostic tool and formative evaluation. Further research is needed examining both the connection between mapping and knowledge retention and continued, voluntary use of mapping.
Recommended Citation
Vitulli, Paige and Giles, Rebecca M.
(2019)
"Preservice Teachers' Views of Science and Art through Mapping,"
Journal of Excellence in College Teaching and Learning: Vol. 16, Article 4.
Available at:
https://encompass.eku.edu/kjectl/vol16/iss1/4
