Roberts C M, Sucher K, Perrin D G, Rodriguez S
San Jose State University, CA 95192-0058.
J Am Diet Assoc. 1995 Aug;95(8):908-11. doi: 10.1016/S0002-8223(95)00250-2.
Concept mapping is an instructional strategy that requires learners to identify, graphically display, and link key concepts in instructional reading material. Although proven effective in numerous disciplines as a means to promote critical thinking and self-directed learning, concept mapping has not been tested in diet therapy. The objective of this study was to implement concept mapping as a small-group, cooperative learning strategy in an upper-division diet therapy course and to evaluate student attitudes about the effect of concept mapping on knowledge, self-directed learning, problem-solving, and collaborative skills. Students in the first semester (n = 27) initially learned course material by lecture (4 weeks) followed by an integrated mapping/lecture format (12 weeks); the second semester (n = 25) used an integrated mapping lecture format for the full 16 weeks. At the end of both semesters, students completed a 10-item original survey questionnaire. Responses for first (n = 25) and second (n = 21) semesters were analyzed independently. Results indicated that a majority of students thought participation in concept mapping enhanced knowledge of diet therapy principles (n = 19 of 25; 18 of 21), self-directed learning (n = 14 of 25; 18 of 21), critical thinking (n = 21 of 25; 14 of 21), problem-solving (n = 22 of 25; 16 of 21), and collaboration (n = 24 of 25; 20 of 21) skills. When noncooperation of teammates was a factor, concept mapping was viewed as more frustrating and time consuming than lecture. This study demonstrated concept mapping as an effective learning strategy for diet therapy; it improves students' ability to engage in self-directed learning, critical thinking, collaboration, and creative problem solving. Results suggest that concept mapping is most effective when accompanied with comprehensive training, coordinated lectures, instructor guidance, and long-term practice.
概念图是一种教学策略，要求学习者识别、以图形方式展示并链接教学阅读材料中的关键概念。尽管作为促进批判性思维和自主学习的一种手段，概念图已在众多学科中被证明是有效的，但尚未在饮食治疗领域进行过测试。本研究的目的是在一门高年级饮食治疗课程中实施概念图作为一种小组合作学习策略，并评估学生对概念图对知识、自主学习、解决问题和协作技能影响的态度。第一学期的学生（n = 27）最初通过讲座学习课程材料（4周），随后采用综合绘图/讲座形式（12周）；第二学期的学生（n = 25）在整个16周内都采用综合绘图讲座形式。在两个学期末，学生们完成了一份包含10个项目的原始调查问卷。对第一学期（n = 25）和第二学期（n = 21）的回复进行了独立分析。结果表明，大多数学生认为参与概念图增强了饮食治疗原则的知识（25人中有19人；21人中有18人）、自主学习（25人中有14人；21人中有18人）、批判性思维（25人中有21人；21人中有14人）、解决问题（25人中有22人；21人中有16人）和协作（25人中有24人；21人中有20人）技能。当队友不合作成为一个因素时，概念图被认为比讲座更令人沮丧且耗时。本研究证明概念图是饮食治疗的一种有效学习策略；它提高了学生参与自主学习、批判性思维、协作和创造性解决问题的能力。结果表明，概念图在伴有全面培训、协调讲座、教师指导和长期实践时最为有效。
