Using Practice, Feedback, and Relational Framing to Develop Students' Concept-Mapping Skills

• In Event: Learning and Development Through Pedagogical Designs

Abstract

In a repeated measures quasi-experiment, we examined how practice, feedback, and relational framing training affected college students’ concept maps. Sixty-six graduate students in four online courses participated. Two of the courses were offered at private university and two at a public university. Courses at each university were randomly assigned to either a traditional training or traditional plus relational framing training condition. Three maps from each student were assessed over time following feedback. Practice and feedback increased the structural quality of, and the number of autobiographical elaborations in, concept maps. Relational framing training increased relational quality over time, whereas traditional training did not. Results suggest relational framing training and repeated practice and feedback are effective methods for teaching concept mapping.

Authors

• Kevin M Roessger, University of Arkansas

• Barbara J. Daley, University of Wisconsin - Milwaukee

• Duaa Amr Hafez, University of Wisconsin - Milwaukee