Using Concept Maps to Improve Pre-Service Teachers' Learning of Scientific Concepts
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| Title: | Using Concept Maps to Improve Pre-Service Teachers' Learning of Scientific Concepts |
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| Language: | English |
| Authors: | Cristina Valls-Bautista (ORCID |
| Source: | Knowledge Management & E-Learning. 2026 18(1):24-38. |
| Availability: | Laboratory of Knowledge Management & E-Learning. Web site: http://www.kmel-journal.org/ojs/index.php/online-publication |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education Elementary Education |
| Descriptors: | Foreign Countries, Preservice Teachers, Preservice Teacher Education, Concept Mapping, Scientific Concepts, Elementary School Teachers, Science Instruction, Science Education, Learning Strategies |
| Geographic Terms: | Spain |
| ISSN: | 2073-7904 |
| Abstract: | Concept maps can enhance meaningful learning at any level of education. The objective of this study is to investigate the role of creating concept maps in improving pre-service teachers' learning of scientific concepts. The study was carried out with 38 pre-service primary school teachers. After a session introducing concept maps, each participant created an initial concept map based on a given list of concepts. In subsequent sessions, participants further developed the concepts. At the end, each participant created a new concept map using the same list of concepts. Results show that the initial maps were simpler, with limited hierarchical levels, fewer connectors, and a relatively small number of concepts. The final maps demonstrated clear progress in both map structure and content, displaying a greater number of concepts, more hierarchical levels, and the use of more connectors. The final maps also reflected a deeper understanding and more coherent organization of the content. The questionnaire data revealed that the participants viewed concept maps as a valuable tool for their future classroom practices. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1493181 |
| Database: | ERIC |
| Abstract: | Concept maps can enhance meaningful learning at any level of education. The objective of this study is to investigate the role of creating concept maps in improving pre-service teachers' learning of scientific concepts. The study was carried out with 38 pre-service primary school teachers. After a session introducing concept maps, each participant created an initial concept map based on a given list of concepts. In subsequent sessions, participants further developed the concepts. At the end, each participant created a new concept map using the same list of concepts. Results show that the initial maps were simpler, with limited hierarchical levels, fewer connectors, and a relatively small number of concepts. The final maps demonstrated clear progress in both map structure and content, displaying a greater number of concepts, more hierarchical levels, and the use of more connectors. The final maps also reflected a deeper understanding and more coherent organization of the content. The questionnaire data revealed that the participants viewed concept maps as a valuable tool for their future classroom practices. |
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| ISSN: | 2073-7904 |
