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Newsgroups: bit.listserv.edtech
Date:         Thu, 30 Jul 1992 08:32:38 EDT
From:         lzeitz@OREGON.BITNET
Subject:      Concept Mapping Abstract

I have recently (4 days ago) defended my dissertation on "The Effects of
Using Computer-Based Formative Concept Mapping as a Learning Strategy in
the High School Biology Classroom."  I must admit that I am in the midst of
moving to Iowa and will be hardpressed to correspond with anyone during the
month of August, but I am including a copy of the abstract for my
dissertation.

I have also recently completed a paper with Dr. Lynne Anderson-Inman which
I presented at AERA '92 on an initial study that I did using Computer-Based
Formative Concept Mapping (CBFCM) as a process for representing students'
conceptual change as they studied a chapter in a 9th grade physical science
book.

We used an extraordinary piece of software entitled "Inspiration" by Ceres
Software.  It's interface is strictly "point and shoot" and the much of the
work in creating a concept map is automated.  Ceres Software is located in
Portland, Oregon.  They can be reached at 1-800-877-4292 and they are quite
interested in what the educational community thinks about their software
and concept mapping in general.  They even have an educator's discount
program (although I don't know what it is). There is a demo copy available
that does everything the commercial version does, but the problem is that
you can't save the maps that you make with the demo version.  I like that
in a demo version.  Full functionality but zero usability.

Call Ceres Software and talk to Chuck.  If you are interested in receiving
a copy of my AERA paper, ask Chuck and he will gladly send one to you.  I
am not affiliated with Ceres Software in any way, but they liked my paper
so they asked to distribute it.

As I said, I will not be too communicative until the end of August but I
would love to get into a heavy discussion about concept mapping after that.

My new Internet address at the University of Northern Iowa will be
ZEITZ@ISCSVAX.UNI.EDU

KEEP IN TOUCH,

Leigh Zeitz (Now Ph.D.)


                                                DISSERTATION ABSTRACT

THE EFFECTS OF USING COMPUTER-BASED FORMATIVE CONCEPT MAPPING AS A LEARNING
STRATEGY FOR HIGH SCHOOL BIOLOGY

by Leigh Edward Zeitz
        University of Oregon
        August 1992

        This study investigated the effects of using Computer-Based Formative
Concept Mapping (CBFCM) on student learning in a high school biology
classroom.  CBFCM is the process of creating concept maps using graphics
software. The process was "formative" because concept maps were modified
during instruction to reflect changes in students' understanding over time.

The study was conducted in an urban high school in northwestern USA.  Two
intact classes of below-average, tenth-grade biology students participated
in the study.  The students in the experimental class received instruction
on computer-based concept mapping and then used CBFCM as a learning
strategy for all eight weeks of the intervention.  Students in the control
class used alternate learning strategies for the first four weeks and then
received the same introductory instruction on concept mapping.  For the
remaining four weeks, instructional procedures for the control group
matched those of the experimental group.
   Both quantitative and qualitative data were collected.  Quantitative data
included scores from: (a) quizzes, (b) concept maps, (c) attitude
inventories, and (d) learning style inventories. Qualitative data included
information from: (a) questionnaires, (b) interviews , and (c) classroom
observations.
        The effectiveness of CBFCM was investigated on three levels: (a) as an
individual learning strategy, (b) as a group learning strategy, and (c) as
an instructional system in the classroom.  Major findings are: With respect
to student achievement, there were no significant differences between the
experimental and control groups' mean scores on teacher-produced quizzes.
With respect to student attitude, both groups felt positively toward
science throughout the study, however the experimental group exhibited a
more negative attitude towards CBFCM, possibly due to frustration over
computer difficulties.  With respect to student differences, learner
characteristics were correlated with the quality of concept maps and trends
were found for elaboration skills, spatial skills, GPA, and locus of
control. With respect to CBFCM as a learning environment, influential
factors were the equipment, the instructional method, and students' prior
knowledge of computers and/or concept mapping.
  Results are discusssed in terms of information processing theory and the
requirements for meaningful learning.  Suggestions are provided for future
research and implementation of CBFCM by teachers.


Leigh Zeitz
LZEITZ@OREGON.UOREGON.EDU
University of Oregon
Office: 503-346-2680
Home:  503-345-5473
Comments: Gated by NETNEWS@AUVM.AMERICAN.EDU