Abstract
This paper reports on the use of a HyperCardTM-based tool to create and modify concept maps about science related subject matter. The tool was trialed with seventy-one preservice teachers who were planning to teach a science topic to a primary school class. Data gathered from interviews, journals and analysis of concept maps indicated that the concept mapping tool was easy to use because it generated little cognitive load and quickly became transparent to the users. This allowed preservice teachers to focus their attention upon the construction of their maps and to organise their cognitive frameworks into more powerful integrated patterns. It was also found that the process of concept map construction may enhance preservice teacher thinking about effective teaching.
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Ferry, B. Probing personal knowledge: The use of a computer-based tool to help preservice teachers map subject matter knowledge. Research in Science Education 26, 233–245 (1996). https://doi.org/10.1007/BF02356434
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DOI: https://doi.org/10.1007/BF02356434