Document Type
Article
Journal/Book Title/Conference
International Journal of Engineering Education
Volume
34
Issue
2
Publisher
Tempus Publications
Publication Date
2018
First Page
294
Last Page
303
Abstract
Concept mapping is a powerful graphical technique for helping learners organize knowledge and visualize connections and relationships between relevant concepts. The present study is an investigation of student experiences with concept mapping in a foundational undergraduate engineering course titled Engineering Dynamics. A total of 165 undergraduate engineering students from two recent semesters participated in the present study. This paper provides representative examples of student-generated concept maps. Student comments collected at the end of each semester were analyzed using content analysis. Students provided positive feedback, for example, concept mapping helped students make connections between concepts; reviewed what students had learned; visualized, understood and organized concepts; saw the bigger picture of dynamics; and thought more clearly about concepts. Students also provided negative feedback, for example, concept mapping was busy work, did not help in understanding concepts, was a small percentage of credit of the final course grade, and students had other ways to learn concepts. The results reported in this paper are useful for engineering educators and researchers to develop a better understanding of the strengths and limitations of concept mapping in teaching and learning engineering courses.
Recommended Citation
Fang, Ning, "An Analysis of Student Experiences with Concept Mapping in a Foundational Undergraduate Engineering Course" (2018). Engineering Education Faculty Publications. Paper 238.
https://digitalcommons.usu.edu/ete_facpub/238
