Concept Mapping: A Practical Process for Understanding and Conducting Art Education Research and Practice

References

• Amorino, J.S. (2009). The artistic impetus model: A resource for reawakening artistic expression in adolescents. Studies in Art Education, 50(3), 214–231.
   Google Scholar
• Cañas, A.J., Reiska, P., & Möllits, A. (2017). Developing higher-order thinking skills with concept mapping: A case of pedagogic frailty. Knowledge Management & E Learning, 9(3), 348–365.
   Web of Science ®Google Scholar
• Carter, M. (2008). Volitional aesthetics: A philosophy for use of visual culture in art education. Studies in Art Education, 49(2), 87–102.
   Google Scholar
• Coffey, J. (2007). A meta-cognitive tool for courseware development, maintenance, and reuse. Computers and Education, 48(4), 548–566.
   Web of Science ®Google Scholar
• Daugherty, J., Custer, R., & Dixon, R. (2012). Mapping concepts for learning and assessment. Technology and Engineering Teacher, 71(8), 10–14.
   Google Scholar
• Derby, J. (2011). Disability studies and art education. Studies in Art Education, 52(2), 94–111.
   Google Scholar
• Efland, A. (2002). Art and cognition: Integrating the visual arts in the curriculum. New York, NY: Teachers College Press.
   Google Scholar
• Falk, J., & Dierking, L. (1992). Learning from museums: Visitor experiences and the making of meaning. Washington, DC: Whalesback Books.
   Google Scholar
• Flavell, J. (1979). Metacognition and cognitive monitoring: A new area of cognitive—developmental inquiry. American Psychologist, 34(10), 906–911.
   Web of Science ®Google Scholar
• Gaciu, N. (2015). Mapping metacognition, lesson planning and reflection for teaching and learning. International Journal for 21st Century Education (IJ21CE), 2(1), 61–68.
   Google Scholar
• Koroscik, J. S. (1982). The effects of prior knowledge, presentation, time, and task demands on visual processing. Studies in Art Education, 23(3), 13–22.
   Google Scholar
• Ku, T.-T. (2009). A descriptive study of college students' responses to photographic-based images and art education implications (Doctoral dissertation, Indiana University, Bloomington, Indiana).
   Google Scholar
• Leavy, P. (2016). Method meets art: Arts-based research practice (2nd ed.). New York, NY: Guilford Press.
   Google Scholar
• McDaniel, E., Roth, B., & Miller, M. (2005). Concept mapping as a tool for curriculum design. Issues in Informing Science and Information Technology. Retrieved from http://2005papers.iisit.org/I42f49McDa.pdf
   Google Scholar
• National Core Arts Standards. (n.d.). Retrieved November 4, 2018, from www.nationalartsstandards.org
   Google Scholar
• Novak, J.D. (1998). Learning, creating, and using knowledge: Concept maps as facilitative tools in schools and corporations. Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Novak, J.D., & Cañas, A.J. (2008). The theory underlying concept maps and how to construct and use them. Institute for Human and Machine Cognition. Technical Report IHMC C map. Tools 2006-01 Rev 2008-01.
   Google Scholar
• Ogle, D. (1986). K-W-L: A teaching model that develops active reading of expository text. Reading Teacher, 39(6), 564–570.
   Web of Science ®Google Scholar
• Schuster, P. (2016). Concept mapping: A critical-thinking approach to care planning (4th ed.). Philadelphia, PA: F.A. Davis Company.
   Google Scholar
• Sullivan, G. (2014). The art of research. Studies in Art Education, 55(4), 270–286.
   Google Scholar
• Taylor, P. (2014). eLASTIC: Pulling and stretching what it means to learn, know, and assess art and educational progress. Studies in Art Education, 55(2), 128–142.
   Google Scholar
• Thurber, F., & Zimmerman, E. (2014). Extending Thurber's and Zimmerman's models for developing feminist leadership in art through collaboration, community building, and creativity. Visual Inquiry: Learning and Teaching Art, 3(3), 263–278.
   Google Scholar
• White, H. (2009). Workshop about conceptual mapping. Retrieved from www1.udel.edu/chem/white/teaching/ConceptMappingPresentation.pdf
   Google Scholar
• Yin, R.K. (1994). Case study research: Design and methods. (2nd ed.). Beverly Hills, CA: Sage.
   Google Scholar
• Zanting, A., Verloop, N., & Vermunt, J. (2003). Using interviews and concept maps to access mentor teachers' practical knowledge. Higher Education, 46(2), 195–214.
   Web of Science ®Google Scholar
• Zimmerman, E. (in press). Personal narratives using data visualization concept mapping and marking and mapping. In M. T. Cheng & Y. Cooper (Eds.), Providing new visions for Chinese art educators. Shanghai, China: Shanghai Education Press.
   Google Scholar
• Zimmerman, E., & Cooper, Y. (2019). Understanding visual conceptual frameworks and curriculum mapping for art education research and practice. In Y. Cooper (Ed. and Trans.), On 21st century arts and culture education (pp. 100–120). Taipei, Taiwan: Hung-yeh.
   Google Scholar