Concept Mapping to Support University Academics' Analysis of Course Content

Autor/inn/en	Amundsen, Cheryl; Weston, Cynthia; McAlpine, Lynn
Titel	Concept Mapping to Support University Academics' Analysis of Course Content
Quelle	In: Studies in Higher Education, 33 (2008) 6, S.633-652 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
Schlagwörter	College Faculty; Course Content; Content Analysis; Curriculum Design; Concept Mapping + Suchen Sie Ihr Suchwort? Fakultät; Kursprogramm; Inhaltsanalyse; Lehrplangestaltung; Concept Map
Abstract	The authors' goal in working with university academics is to support an intellectual process of close examination of instructional decisions, making explicit the rationale and intentionality underlying those decisions. Subject matter understanding is the primary point of reference in this process. The focus of the research described here is the use of an unstructured form of concept mapping to support academics in the analysis of course content as the first step in a course design process. While some academics with whom the authors have worked have been initially skeptical about concept mapping, the large majority of them, in the end, report that they value the process and what they gained from it. The findings show that the concept mapping process provided an alternate means to rethink course content, one that highlighted relationships among concepts, encouraged a view of the course as an integrated whole, and frequently provided the occasion to make explicit the types of thinking required in the course. (Contains 4 tables and 4 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10