Conference Schedule

Wait--Do They Love You Like I Love You? Pre-Service Teachers' Experiences of Concept Mapping

CC04 • concurrent • Return to conference schedule
Wednesday, May 1, 2019 • 11:50 a.m. – 12:30 p.m.
Dillon Hall 256
Brandon Sabourin University of Windsor Show biographies
Brandon Sabourin is a champion of teaching and learning at UWindsor. He a sessional instructor in the Faculty of Education where he teaches courses in digital technologies and social media, preparing pre-service teacher candidates to be responsible users of technology and digital information. Brandon is currently completing his PhD in Educational Studies at UWindsor. His research is exploring the educational development opportunities for sessional instructors.

Concept mapping is a pedagogical activity designed to engage students in higher-order thinking (Novak, 2010). Unlike traditional content-driven activities designed for memorization of content and recall, concept mapping asks students to design a visual representation of their learning. As a pedagogical tool, concept mapping encourages deep learning, promotes creativity, and promotes the connection between content, theory, and practice.

This session explores the concept mapping activities of pre-service teachers in four courses during the 2017-18 academic year. Students worked in groups to create physical concept maps using paper materials and digital concept maps using a mapping software Mindomo (https://mindomo.com). After completing the concept maps, students submitted individual video reflections using Flipgrid (https://flipgrid.com) explaining (a) their concept mapping experiences in general; (b) their experience working in a group; and (c) the differences they experienced between creating physical concept maps and digital concept maps.

The results of my research identify a preference for digital concept mapping by the majority of pre-service teachers. An overwhelming majority of pre-service teachers found concept mapping to be a meaningful learning activity in a pre-service class and after the experience, suggested that they would use concept mapping in their K-12 classroom in the future.