Computer-Based Concept Mapping: Promoting Meaningful Learning in Science for Students with Disabilities

A concept map is a graphical representation of concepts and their interrelationships. In the words of Novak and Gowin (1984), a concept map is a "schematic device for representing a set of concept meanings embedded in a framework of propositions. " Concept maps are comprised of nodes (concepts) and links (lines), arranged hierarchically or in some other order to reflect the information domain being represented. A concept map can be an effective tool for organizing new information and integrating it with existing knowledge. The act of constructing concept maps helps learners to recognize new relationships among concepts and refine their understanding of existing relationships (Anderson-Inman & Zeitz, 1993). Because concept maps are externalized representations of the learner's knowledge they can also be effective tools for revealing misconceptions. The process of building a concept map is comprised of four major activities: (a) identifying the main topic or key concept of the map by enclosing it in a graphic element (usually called a node or symbol); (b) entering subordinate concepts in similar nodes that radiate from the key concept; (c) identifying the relationship between each subordinate concept and the key concept by creating and labeling a link (line) between the two; and (d) repeating this process as information is added to the map and more conceptual relationships between and among concepts are portrayed. Relationships included on a concept map are usually of two kinds: propositions (or sentence-like statements about the relationship of one concept to another) and examples (a specific type of relationship in which one of the linked concepts is an example of the other). Because learning is often best achieved when details are organized under broader, more general categories, concept maps are usually hierarchical in form, with the most general concept (the main topic or key concept) at the top. Figure 1 shows a simple concept map on whales that has two propositions and seven examples. The proposition "whales are not fish" consists of two concepts, "whales" and "fish," linked by a valid statement of the relationship between them. Specific examples of fish are linked to the concept "fish" with the preposition "like. " For example: "fish like sharks," "fish like sting rays," and "fish like other fish. " It is possible, however unlikely, that the linking word "like" was intended to be a verb, in which case the three "fish" examples would become propositions requiring further clarification concerning the fondness that fish might have for sharks, sting rays and other fish. Concept maps consistently provide excellent opportunities for teachers to discover how and what students are thinking, and to help students clarify their thinking and communication skills. [FIGURE 1 OMITTED] CONCEPT MAPPING IN SCIENCE EDUCATION In science education, concept mapping has been widely recommended and used in a variety of ways. It has been used to help teachers and students build an organized knowledge base in a given discipline (Pankratius, 1990) or on a given topic (Kopec, Wood & Brody, 1990). It has been used to observe change in students' understanding of concepts over time (Caswell & Wendell, 1992; Novak & Musunda, 1991), to assess what the learner knows (Wandersee, 1987), and to reveal unique thought processes (Cohen, 1987). It has been used in the development of science curriculum (Starr & Krajcik, 1990) and the evaluation of instructional activities for promoting conceptual understanding (Kinnear, Gleeson & Comerford, 1985). It has been used to promote positive self- concepts, positive attitudes toward science (Novak & Gowin, 1984) and increased responsibility for learning (Gurley, 1982). Concept mapping has also been used to enhance the reading comprehension of elementary students (Prater & Terry, 1988) and as a study tool for synthesizing information from multiple sources (Anderson-Inman & Zeitz, 1993). …