Concept Mapping: Evaluating the Language Arts Methods Course

In this inquiry, I examine the evidence of student learning in an elementary education language arts methods course. Students completed concepts maps that represented their understanding of effective writing instruction at the beginning end of the course. Eighty-one pairs of concepts maps were score...

Full description

Saved in:
Bibliographic Details
Published in:The journal of scholarship of teaching and learning 2008-10, Vol.8 (3), p.119-129
Main Author: Read, Sylvia
Format: Article
Language:English
Subjects:
Achievement Gains
Concept Mapping
Concept Teaching
Course Evaluation
Elementary School Curriculum
Instructional Effectiveness
Language Arts
Methods Courses
Pretests Posttests
Teacher Education Programs
Teaching Methods
Writing Instruction
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:In this inquiry, I examine the evidence of student learning in an elementary education language arts methods course. Students completed concepts maps that represented their understanding of effective writing instruction at the beginning end of the course. Eighty-one pairs of concepts maps were scored according to established methods. Students included 122% more concepts on their post-course concepts maps; links between concepts increased by 134%. I also analyze a typical student's beginning- and end-of-course maps, which shows that the student's knowledge base increased both in terms of number and specificity of concepts. (Contains 3 figures and 2 tables.)
ISSN:1527-9316
1527-9316