This document discusses three research studies on the use of concept mapping as an instructional method. The Novak study used concept maps to measure how well students built upon content exposure over 12 years and developed accurate scoring methods. The Schmid study found that using maps for 3 hours of instruction on biology concepts helped students integrate ideas better than traditional inquiry. The Horton study found that using concept maps raised achievement levels 50-68 percentile points and improved higher-order thinking skills like application and analysis, especially for lower-performing students. It provides recommendations for effective implementation including sufficient time, student-generated maps, and small group sharing.

1. Concept Mapping ResearchA look at concept mapping as an instructional method

2. Horton, P.B., McConney, A.A., Gallo, M., Woods, A.L., Senn, G.J., & Hamelin, D. (1993). An investigation of the effectiveness of concept mapping as an instructional tool [ Electronic Version]. Science Education, 77(1), 95-111.Novak, J. D., & Musonda, D.(1991). A twelve-year longitudinal study of science concept learning [Electronic version]. American Educational Research Journal, 28(1),117-153.Schmid, R.F., & Telaro, G.(1990). Concept mapping as an instructional strategy for high school Biology [Electronic version]. Journal of Education Research,84(2), 78-85. Articles

3. Novak et al. The research used concept maps as a measure in research of how well students were able to build upon content exposure.developed methods allowing for accurate scoring of concept maps across groups.Primary use of maps is summative in natureConceptual Schema

4. Schmid and Telaro. Use of maps to teach groups in biology. Approximately 3 hours of training- using course content.Able to integrate concepts in ways that inquiry falls short.Teaching content with Concept Maps

5. Sufficient timeVariations in structures of mapsSkill developmentDifferentiation between groupsOffer graded credit/rewardSmall groups / sharing mapsIdeas for use by teachers

6. Improved achievement on higher end skills ( application and analysis ) scored at similar levels to advanced readers.Student generated mapsSharing and discussion of student made maps is advised Low end Readers

7. Instructional tool, attitude , teacher vs. student prepared, genderCross referenced 19 studies.Raised achievement 50 to 68th percentilePositive attitude changeNo difference for t. vs s. prepared/ small sample sizeHorton et al. Study