A Comprehensive Use of Concept Mapping in Design Instruction and Assessment

Abstract

This study describes the use of concept mapping (CM) in design, instruction and assessment, related to a microbiology program prepared for high school (grades 10 and 11) students in Israel. It describes how CM was used in developing an hierarchically sequenced program. The impact of the new program on students’ achievements was determined by comparing two groups: (a) students who studied the new program using CM themselves (mappers); and (b) students who studied the new program without CM. It was found that CM students’ overall gain was higher. Students’ and teachers’ attitudes towards mapping were mostly favourable towards the cognitive benefits of CM. However, many students did not like certain aspects of CM. Some teachers exploit the potential of CM better than others.