Table of Contents Author Guidelines Submit a Manuscript
Education Research International
Volume 2014, Article ID 902810, 12 pages
http://dx.doi.org/10.1155/2014/902810
Research Article

The Effects of Knowledge Maps on Acquisition and Retention of Visual Arts Concepts in Teacher Education

Department of Leadership and Teacher Education, College of Education, University of South Alabama, UCOM 3100, Mobile, AL 36608, USA

Received 22 January 2014; Revised 19 May 2014; Accepted 20 May 2014; Published 16 June 2014

Academic Editor: Jan Elen

Copyright © 2014 Paige Vitulli et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Linked References

  1. J. R. Altman, S. S. Lazarus, R. F. Quenemoen, J. Kearns, M. Quenemoen, and M. L. Thurlow, Survey of States: Accomplishments and New Issues at the End of a New Decade of Change, National Center on Educational Outcomes, University of Minnesota, Minneapolis, Minn, USA, 2009.
  2. L. Llosa, “Standards-based classroom assessments of English proficiency: a review of issues, current developments, and future directions for research,” Language Testing, vol. 28, no. 3, pp. 367–382, 2011. View at Publisher · View at Google Scholar · View at Scopus
  3. D. Mulcahy, “Assembling the “accomplished” teacher: the performativity and politics of professional teaching standards,” Educational Philosophy and Theory, vol. 43, no. 1, pp. 94–113, 2011. View at Publisher · View at Google Scholar · View at Scopus
  4. M. G. Watt, “The common core state standards initiative: an overview,” 2011, http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED522271.
  5. E. Davis and J. Krajcik, “Designing educative curriculum materials to promote teacher learning,” Educational Researcher, vol. 34, no. 3, pp. 3–14, 2005. View at Google Scholar
  6. J. Bransford, A. Brown, and R. Cocking, Eds., How People Learn: Brain, Mind, Experience and School, Commission on Behavioral and Social Sciences and Education, National Research Council, National Academy Press, Washington, DC, USA, 2000.
  7. S. McDonald, V. Keesler, C. Kauffman, and B. Schneider, “Scaling-up exemplary interventions,” Educational Researcher, vol. 35, no. 3, pp. 15–24, 2006. View at Google Scholar
  8. J. D. Novak, A Theory of Education, Cornell University Press, Ithaca, NY, USA, 1977.
  9. J. D. Novak, Learning, Creating, and Using Knowledge: Concept Maps As Facilitative Tools in Schools and Corporations, Erlbaum, Mahwah, NJ, USA, 1998.
  10. J. D. Novak, “Reflections on a half-century of thinking in science education and research: implications from a twelve-year longitudinal study of children’s learning,” The Canadian Journal of Science, Mathematics and Technology Education, vol. 4, no. 1, pp. 23–41, 2004. View at Google Scholar
  11. D. P. Ausubel, The Psychology of Meaningful Verbal Learning, Grune & Stratton, New York, NY, USA, 1963.
  12. D. P. Ausubel, Educational Psychology: A Cognitive View, Holt, Rinehart & Winston, New York, NY, USA, 1968.
  13. D. P. Ausubel, “A cognitive theory of school learning,” Psychology in the Schools, vol. 6, pp. 331–335, 1969. View at Google Scholar
  14. T. Anderson and M. Milbrandt, Art for Life: Authentic Instruction in Art, McGraw-Hill, New York, NY, USA, 2002.
  15. T. Buzan, The Mind Map Book: How to Use Radiant Thinking to Maximize Your Brain’s Untapped Potential, Penguin, New York, NY, USA, 1993.
  16. S. Moline, I See What You Mean: Children at Work with Visual Information, Black Cockatoo, Melbourne, Australia, 1995.
  17. C. G. Paxman, “Map your way to speech success! Employing mind mapping as a speech preparation technique,” Communication Teacher, vol. 25, no. 1, pp. 7–11, 2011. View at Publisher · View at Google Scholar · View at Scopus
  18. C. Howitt, “3-D mind maps: placing young children in the centre of their learning,” Teaching Science, vol. 55, no. 2, pp. 42–46, 2009. View at Google Scholar
  19. G. R. Mackinnon and M. Keppell, “Concept mapping: a unique means for negotiating meaning in professional studies,” Journal of Educational Multimedia and Hypermedia, vol. 14, pp. 291–315, 2005. View at Google Scholar
  20. K. J. Miller, K. A. Koury, G. E. Fitzgerald et al., “Concept mapping as a research tool to evaluate conceptual change related to instructional methods,” Teacher Education and Special Education, vol. 32, no. 4, pp. 365–378, 2009. View at Google Scholar
  21. A. M. O'Donnell, D. F. Dansereau, and R. H. Hall, “Knowledge maps as scaffolds for cognitive processing,” Educational Psychology Review, vol. 14, no. 1, pp. 71–86, 2002. View at Publisher · View at Google Scholar · View at Scopus
  22. D. Luckie, S. H. Harrison, and D. Ebert-May, “Model-based reasoning: using visual tools to reveal student learning,” American Journal of Physiology: Advances in Physiology Education, vol. 35, no. 1, pp. 59–67, 2011. View at Publisher · View at Google Scholar · View at Scopus
  23. S. Gerstner and F. X. Bogner, “Concept map structure, gender and teaching methods: an investigation of students’ science learning,” Educational Research, vol. 51, no. 4, pp. 425–438, 2009. View at Google Scholar
  24. S. Boujaoude and M. Attieh, “The effect of using concept maps as study tools on achievement in chemistry,” Eurasia Journal of Mathematics, Science and Technology Education, vol. 4, no. 3, pp. 233–246, 2008. View at Google Scholar · View at Scopus
  25. D. C. Jackson, The effect of concept mapping on preservice elementary teachers’ knowledge of science inquiry teaching [Doctoral dissertation], Syracuse University, 2005.
  26. J. Machin, J. Varleys, and P. Loxley, “Exploring the use of concept chains to structure teacher trainees' understanding of science,” International Journal of Science Education, vol. 26, no. 12, pp. 1445–1475, 2004. View at Publisher · View at Google Scholar · View at Scopus
  27. J. D. Novak and D. Musonda, “A twelve-year longitudinal study of science concept learning,” American Educational Research Journal, vol. 28, pp. 117–153, 1991. View at Google Scholar
  28. W. R. Robinson, “A view from the science education research literature: concept map assessment of classroom learning,” Journal of Chemical Education, vol. 76, no. 9, article 1179, 1999. View at Google Scholar
  29. K. Afamasaga-Fuata’i, “Students’ conceptual understanding and critical thinking: a case for concept maps and vee-diagrams in mathematical problem solving,” Australian Mathematics Teacher, vol. 64, no. 2, pp. 8–17, 2008. View at Google Scholar
  30. T. Steyn and A. Boer, “Mind mapping as a study tool for underprepared students in mathematics and science,” South African Journal of Ethnology, vol. 21, no. 3, pp. 125–132, 1998. View at Google Scholar
  31. Y. Lee and D. W. Nelson, “Viewing or visualising—which concept map strategy works best on problem-solving performance?” British Journal of Educational Technology, vol. 36, no. 2, pp. 193–203, 2005. View at Publisher · View at Google Scholar · View at Scopus
  32. M. A. Ruiz-Primo, “Examining concept maps as an assessment tool,” in Proceedings of the 1st International Conference on Concept Mapping, Pamplona, Spain, September 2004.
  33. R. McAleese, “Concept mapping—a critical review,” Innovations in Education and Teaching International, vol. 36, no. 4, pp. 351–360, 1999. View at Google Scholar · View at Scopus
  34. B. Ferry, J. Hedberg, and B. Harper, “How do preservice teachers use concept maps to organize their curriculum content knowledge?” Journal of Interactive Learning Research, vol. 9, no. 1, pp. 83–104, 1998. View at Google Scholar
  35. J. C. Nesbit and O. O. Adesope, “Learning from animated concept maps with concurrent audio narration,” Journal of Experimental Education, vol. 79, no. 2, pp. 209–230, 2011. View at Publisher · View at Google Scholar · View at Scopus
  36. C. De Simone, “Applications of concept mapping,” College Teaching, vol. 55, no. 1, pp. 33–36, 2007. View at Google Scholar
  37. Elements and Principles of Design: Student Guide With Activities, Crystal Productions, Glenview, Ill, USA, 2000.
  38. M. Driscoll, “Psychological foundations of instructional design,” in Trends and Issues in Instructional Design and Technology, R. Reiser and J. Dempsey, Eds., pp. 57–69, Pearson Education, Upper Saddle River, NJ, USA, 2002. View at Google Scholar
  39. R. Richey, The Theoretical and Conceptual Bases of Instructional Design, Nichols Publishing, New York, NY, USA, 1986.
  40. D. Ritchie and C. Volkl, “Effectiveness of two generative learning strategies in the science classroom,” School Science & Mathematics, vol. 100, no. 2, pp. 2–12, 2000. View at Google Scholar
  41. K. Y. Lim, H. W. Lee, and B. Grabowski, “Does concept-mapping strategy work for everyone? The levels of generativity and learners' self-regulated learning skills,” British Journal of Educational Technology, vol. 40, no. 4, pp. 606–618, 2009. View at Publisher · View at Google Scholar · View at Scopus
  42. J. W. Berry and S. L. Chew, “Improving learning through interventions of student-generated questions and concept maps,” Teaching of Psychology, vol. 35, no. 4, pp. 305–312, 2008. View at Google Scholar