Concept Mapping and Learning Instructional Principles: A Study of Prospective Teachers’ Experiences

• In Event: Roundtable Session 15
  In Roundtable Session: Self-Regulated Learning Among Adult Learners

Abstract

This paper reports the results of a self-study of a teacher’s practice and an analysis of prospective teachers’ reflections on their initial learning experiences with concept maps. Seventeen sophomore students majoring in English language education at a university in the Mediterranean wrote reflective journals based on their experiences with concept mapping in a course introducing major instructional principles and methods. Qualitative analysis of the data revealed three themes related to initial exposure, contributions to learning experiences, and challenges related to mapping. The students compared the new framework with existing learning strategies and considered their own needs and learning styles.

Author

• A. Cendel Karaman, Middle East Technical University