Using concept mapping to assist prospective elementary teachers in making meaning

Abstract

Science educators working with prospective elementary teachers strive to facilitate an understanding of science as well as an understanding of student and teacher roles in learning science in the classroom. One goal should be the introduction of strategies which assist prospective teachers in learning independently. Concept mapping provides a useful learning tool in assisting students’ critical reading of assigned materials. In this study, each student constructed his or her own map which facilitated group discussions and provided further opportunity to reflect on the ideas being presented. The purpose of reading became making connections instead of absorbing information. Through the process students gained a better understanding of a way of thinking about science which provides a valuable foundation for facilitating continued learning.