Visualizing Learning in College-level Science Courses: Using Concept Mapping as Note Taking Strategy

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dc.contributor.affiliation Danilo Baylen - University of West Georgia
dc.contributor.affiliation Erin Duckett - University of West Georgia
dc.contributor.affiliation Elvira Arellano - West Visayas State University
dc.contributor.affiliation Runeshia Parker - University of West Georgia
dc.contributor.author Baylen, Danilo
dc.contributor.author Duckett, Erin
dc.contributor.author Arellano,Elvira
dc.contributor.author Parker, Runeshia
dc.date.accessioned 2020-07-30T22:18:55Z
dc.date.available 2020-07-30T22:18:55Z
dc.date.issued 2017
dc.identifier.uri http://hdl.handle.net/10125/69155
dc.title Visualizing Learning in College-level Science Courses: Using Concept Mapping as Note Taking Strategy
dc.type Conference Paper
dcterms.abstract Most undergraduate students take an introductory science course during their first two years. For higher education science faculty, one of the challenges of teaching an introductory science course is the reality that many undergraduate students are not prepared to be self-directed learners. Given recent high school experiences, many students expect to earn a grade of A or B. However, the failing results of the first exam can be disappointing, if not frustrating, to these students. Not only do the students not develop mastery of the science content they studied, they had more difficulties retaining and recalling key and relevant information. During the Fall 2015 semester, the researchers assigned approximately 139 students within a Principles of Biology I (BIOL 1107) lecture course to one of the three note taking category identified for this study -- 1) Traditional note taking, 2) Concept mapping, and 3) Visual mapping. Findings, based on quantitative data, showed no significant differences between and among note taking strategies and exam averages. However, using descriptive statistics, researchers found that students with a prior GPA of < 3.0 before taking the class (i.e., C and below) and using the traditional note taking strategy seemed not to be performing well on unit exams. Qualitative data, overall, suggests that the students found their specific note taking strategy to be beneficial, especially when it came to preparing for the cumulative final exam.
dcterms.extent 9 pages
dcterms.rights Attribution-NonCommercial-NoDerivs 3.0 United States
dcterms.type Text
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