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Using Concept Mapping to Foster Adaptive Expertise

Enhancing Teacher Metacognitive Learning to Improve Student Academic Performance


Diane Salmon and Melissa Kelly

Concept mapping is a powerful means to promote metacognitive learning in students and teachers alike. When teachers integrate concept mapping into their instructional planning, they clarify the big ideas, expose new conceptual relationships, and refine learning goals for their students. Salmon and Kelly provide a research-based framework and corresponding strategies to help teachers develop, critique, and revise their concept maps. In using this approach, teachers refine knowledge for teaching in order to expand their adaptive expertise and ultimately improve the academic performances of their students. Teacher candidates at both the undergraduate and graduate level can use this book to support their professional learning and planning for teaching. Teacher educators will find this text appropriate for courses that address learning, cognition, and instructional planning. In-service professionals can use the approach described here to support their own professional development through their practice. Administrators and coaches will find the volume a useful tool in fostering a professional learning community in their schools.
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Chapter 2. Our Metacognitive Learning Through and About Concept Mapping

Overview of Design-Based Research


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A design-based research process organized the trajectory of our metacognitive learning through and about concept mapping. Through successive iterations of curriculum design, enactment, analysis, and redesign, we studied the role that concept mapping played in teachers’ learning and gained insights into how it might be embedded into instructional planning to support continuous professional development.

In chapter 1 we argued that concept mapping can engage metacognitive learning to facilitate an adaptive approach to teaching practices. In this chapter we chronicle our own experience with this principle, specifically, how we used design-based research (DBR) to study the role of concept mapping in a learning context for teachers. The trajectory of DBR that we describe depicts our metacognitive learning through concept mapping, in particular what we learned relative to the concept mapping practices that we present in Part II of the book. First, we provide an overview of DBR. Then we outline the major milestones that characterized our DBR process and explain what we learned at each transition about the implications for integrating concept mapping into learning and teaching processes. We explain how what we learned at each phase helped us derive and refine our theory of concept mapping in teacher ← 21 | 22 → learning and instructional planning. Through this description of our research integrating concept mapping into a course for practicing teachers, we show how concept mapping was a tool that we used to stimulate both our own...

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