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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
Language: English
Authors: Cristina Valls-Bautista (ORCID 0000-0001-5583-5695), Juan-Francisco Álvarez-Herrero (ORCID 0000-0002-9988-8286)
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
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  Data: Using Concept Maps to Improve Pre-Service Teachers' Learning of Scientific Concepts
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  Data: <searchLink fieldCode="AR" term="%22Cristina+Valls-Bautista%22">Cristina Valls-Bautista</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5583-5695">0000-0001-5583-5695</externalLink>)<br /><searchLink fieldCode="AR" term="%22Juan-Francisco+Álvarez-Herrero%22">Juan-Francisco Álvarez-Herrero</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9988-8286">0000-0002-9988-8286</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Knowledge+Management+%26+E-Learning%22"><i>Knowledge Management & E-Learning</i></searchLink>. 2026 18(1):24-38.
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  Data: Laboratory of Knowledge Management & E-Learning. Web site: http://www.kmel-journal.org/ojs/index.php/online-publication
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  Data: 16
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  Data: 2026
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Concept+Mapping%22">Concept Mapping</searchLink><br /><searchLink fieldCode="DE" term="%22Scientific+Concepts%22">Scientific Concepts</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Instruction%22">Science Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Education%22">Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Strategies%22">Learning Strategies</searchLink>
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  Data: 2073-7904
– Name: Abstract
  Label: Abstract
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  Data: 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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      – Text: English
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      Pagination:
        PageCount: 16
        StartPage: 24
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Preservice Teacher Education
        Type: general
      – SubjectFull: Concept Mapping
        Type: general
      – SubjectFull: Scientific Concepts
        Type: general
      – SubjectFull: Elementary School Teachers
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      – SubjectFull: Science Instruction
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      – SubjectFull: Science Education
        Type: general
      – SubjectFull: Learning Strategies
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      – SubjectFull: Spain
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      – TitleFull: Using Concept Maps to Improve Pre-Service Teachers' Learning of Scientific Concepts
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            NameFull: Cristina Valls-Bautista
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            NameFull: Juan-Francisco Álvarez-Herrero
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              Y: 2026
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