Advertisement

Mapping the Curriculum: How Concept Maps can Improve the Effectiveness of Course Development

  • Tony Sherborne
Chapter
Part of the Advanced Information and Knowledge Processing book series (AI&KP)

Abstract

Every program of instruction taking place in schools, from French to physics, is the result of a complex process called “curriculum development.” It begins with the setting of high level goals and then proceeds through successive stages of elaboration of the concepts, scoping and sequencing content. The design must then be communicated and adopted by the teachers who will implement it. Historically, curriculum reform efforts have not been consistently effective in delivering the desired improvements in student understanding. This chapter discusses how the use of concept mapping could help curriculum developers and teachers at various stages of the process. The ability of maps to focus on key ideas and their connections may help curriculum designs to survive better the translation into classroom experience, and promote collaborative working methods.

Keywords

Curriculum Development Curriculum Document Curriculum Developer Curriculum Implementation Veterinary Student 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

References

  1. Aidman, E.V. & Egan, G. (1998) Academic assessment through computerized concept mapping: validating a method of implicit map reconstruction. International Journal of Instructional Media, 25(3), 277–294.Google Scholar
  2. Allen, B.S., Hoffman, R.P., Kompella, J., & Sticht, T.G. (1993) Computer-based Mapping for Curriculum Development. In: Proceedings of selected Research and Development Presentations Technology. New Orleans, LA.Google Scholar
  3. Brazee, E.N. & Capelluti, J. (1995) Dissolving Boundaries: Toward an Integrative Curriculum. Columbus, OH: National Middle School Association.Google Scholar
  4. Brightman, J. (2003) Mapping methods for qualitative data structuring. Present at “Strategies in Qualitative Research: Methodological issues and practices using QSR Nvivo and NUD*IST” conference: London.Google Scholar
  5. Clark, I.F. & James, P.R. (2004) Using Concept maps to plan an introductory structural geology course. Journal of Geoscience Education, 52(3), 224–230.Google Scholar
  6. Cornbleth, C. (1990) Curriculum in Context. Basingstoke: Falmer Press.Google Scholar
  7. Department for Education and Skills (2002) Framework for teaching science: Years 7, 8 and 9. London: Crown.Google Scholar
  8. Diekhoff, G.M. (1983) Relationship judgments in the evaluation of structural understanding. Journal of Educational Psychology, 75, 227–233.CrossRefGoogle Scholar
  9. Edmondson, K.M. (1995) Concept mapping for the development of medical curricula. Journal of Research in Science Teaching, 32(7), 777–793.CrossRefGoogle Scholar
  10. Grundy, S. (1987) Curriculum: Product or Praxis? Lewes: Falmer Press.Google Scholar
  11. Harden, R.E. (2001) Curriculum mapping: a tool for transparent and authentic teaching and learning. Medical Teacher 23(2):123–137.CrossRefGoogle Scholar
  12. Hassard, J. (2004) The Art of Teaching Science. OUP, USA.Google Scholar
  13. Hyerle, D. (1996) Visual Tools for Constructing Knowledge. Alexandria, VA: ASCD.Google Scholar
  14. Jonassen, D.H. (1987) Assessing cognitive structure: Verifying a method using pattern notes.Journal of Research and Development in Education, 20(3), 1–14.Google Scholar
  15. Jonassen, D.H. (1996) Computers as Mindtools for Schools. London: Prentice-Hall International.Google Scholar
  16. Kelly, A.V. (1983, 1999) The Curriculum. Theory and practice 4e. London: Paul Chapman.Google Scholar
  17. Martin, D.J. (1994) Concept Mapping as an aid to lesson planning: A longitudinal study. Journal of Elementary Science Education, 6(2), 11–30.CrossRefGoogle Scholar
  18. McAleese, R.A. (1998) The knowledge arena as an extension to the concept map: Reflection in Action. Interactive Learning Environments, 6(3), 251–272.CrossRefGoogle Scholar
  19. McDaniel, E., Roth, B., & Millar, M. (2005) Concept mapping as a tool for curriculum design, Issues in Informing Science and Information Technology Education Joint Conference, 505–513, Flagstaff, AZ, June 16–19, 2005.Google Scholar
  20. McTighe, J. & F.T. Lyman Jr. (1988) Cueing thinking in the curriculum: the promise of theory-embedded tools. Educational Leadership, 45(7), 18–24.Google Scholar
  21. Novak, J.D. & Gowin, D.B. (1984) Learning How to Learn. New York, NY: Cambridge University Press.CrossRefGoogle Scholar
  22. Okey, J.R. & Gagne, R.M. (1970) Revision of a science topic using evidence of performance on subordinate skills. Journal of Research in Science Teaching, 7(4), 321–325.CrossRefGoogle Scholar
  23. Ornstein, A.C. & Hunkins, F.P. (1998) Curriculum – Foundations, Principles, and Issues, Prentice Hall.Google Scholar
  24. Paykoc, F et al. (2004) What are the major curriculum issues? The use of mindmapping as a brainstorming exercise. Proceedings of the First Int. Conference on Concept Mapping: Spain.Google Scholar
  25. Perkins, D. (1992) Smart Schools. New York: The Free Press.Google Scholar
  26. Prideaux, D. (2003) Curriculum design. BMJ. 326, 268–270 <http://bmj.bmjjournals.com/cgi/reprint/326/7383/268>CrossRefGoogle Scholar
  27. Project 2061 American Association for the advancement of science (2001) Designs for Science Literacy. Oxford: Oxford University Press.Google Scholar
  28. QCA (2000) The Standards Site: Science at key stage 3. http://www.standards.dfes.gov.uk/ schemes2/secondary_science/>
  29. Skilbeck, M. (1984) School-based Curriculum Development. London: Harper and Row.Google Scholar
  30. Sparkes, A.C. (1991) Exploring the subjective dimensions of curriculum change. In: N. Armstrong and A.C. Sparkes (eds) Issues in Physical Education. London: Cassell.Google Scholar
  31. Starr, M., and Krajcik, J. (1990) Concept maps as a heuristic for science curriculum development: Toward improvement in process and product. Journal of Research in Science Teaching, 27(9), 987–100.CrossRefGoogle Scholar
  32. Stenhouse, L. (1975) An Introduction to Curriculum Research and Development. London:Heineman.Google Scholar
  33. Stewart, J., Van Kirk, J., & Rowell, R. (1979) Concept maps: A tool for use in biology teaching. American Biology Teacher, 41(3), 171–175.CrossRefGoogle Scholar
  34. Taba, H. (1962) Curriculum Development: Theory and Practice. San Francisco: Harcourt,Brace.Google Scholar
  35. Tyler, R.W. (1949) Basic Principles of Curriculum and Instruction. Chicago, IL: The University of Chicago Press.Google Scholar
  36. Vilela, R. et al. (2004) Using concept maps for collaborative curriculum development. Proceedings of the First International Conference on Concept Mapping: Spain.Google Scholar
  37. Walker, J.M., Cordray, D.S., & King, P.H. (2002) Concept mapping as a form of student assessment and instruction. Proceedings of the American Society for Engineering Education Annual Conference.Google Scholar
  38. Wandersee, J.H. (1990) Concept mapping and the cartography of cognition. Journal of Research in Science Teaching, 27(10), 923–936.CrossRefGoogle Scholar
  39. Wiggins, G. & McTighe, J. (2003) Understanding by design. New Jersey: Pearson Education.Google Scholar
  40. Willerman, M. & Mac Harg, R.A. (1991) The concept map as an advance organizer. Journal of Research in Science Teaching, 28(8), 705–711.CrossRefGoogle Scholar

Copyright information

© Springer-Verlag London 2014

Authors and Affiliations

  1. 1.Centre for Science EducationSheffield Hallam UniversitySheffieldUK

Personalised recommendations